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Peer reviewed Peer reviewed
ERIC Number: EJ481502
Record Type: Journal
Publication Date: 1994
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Available Date: N/A
Increasing Strategic Reading Practice with Peabody Classwide Peer Tutoring.
Mathes, Patricia G.; And Others
Learning Disabilities Research and Practice, v9 n1 p44-48 Win 1994
Peabody Classwide Peer Tutoring is presented as an innovative, research-based instructional alternative that gives teachers greater flexibility to accommodate diversity while increasing students' opportunity to engage actively in meaningful, strategy-based reading practice. During 35-minute tutoring sessions, students participate in partner reading, paragraph shrinking, and prediction relay, to enhance fluency and comprehension. (Author/JDD)
Publication Type: Journal Articles; Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A