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A systematic replication to determine the academic effects of peer tutoring for the tutor

Villareal, Donna M.

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Educational Services and Research.
While the research provides strong evidence of the effectiveness of peer tutoring for tutees, there is less empirical evidence to support the notion that peers benefit from taking on the role of the tutor. The purpose of this study was to determine the academic effects of peer tutoring for the tutor. Peer tutoring is a means of maximizing opportunities for students to benefit from individualized instruction and practice. Peer tutoring involves recruiting peers who are trained and supervised by the classrrom teacher to instruct and respond to each other. As tutors, peers provide prompts, cues, reinforcement, and feedback to their tutees/learners. In a key study, Dineen, Clark, and Risley (1977) determined, in part, the academic benefits of peer tutoring on the tutor in the acquisition of spelling words by three elementary students. The counterbalancing of conditions that was used allowed the simultaneous comparison of three students' gains in spelling using comparable word lists. Results of pre- and posttests indicated that each student's spelling improved nearly and equivalent amont on the words that they tutored as on the the words for which they received tutoring. The experiment provided evidence that peer tutoring may result in measurable gains for tutors as well as tutees. The present study was an attempt to systematically replicate the investigation of Dineen et al. (1977) to determine whether, and to what extent, academic gains would occur. The participants, elementary students attending a Spanish immersion general education classroom, were trained to implement a modified peer tutoring system. The current investigation extends Dineen et al. by incorporating a parallel measurement to count correct letter sequences within words as well as measures of treatment integrity, maintenance, generalization, and social validation. Results indicated improved spelling on words that participants tutored to a peer. Although the tutor gains made by 8 of the 9 participants were less than the gains demonstrated on word items that each received tutoring on, the overall differences in pre- and posttest scores indicate academic benefits and maintenance of spelling for the tutor.
Pamela Osnes (Advisor)
290 p.

Recommended Citations

Citations

  • Villareal, D. M. (2005). A systematic replication to determine the academic effects of peer tutoring for the tutor [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884

    APA Style (7th edition)

  • Villareal, Donna. A systematic replication to determine the academic effects of peer tutoring for the tutor. 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884.

    MLA Style (8th edition)

  • Villareal, Donna. "A systematic replication to determine the academic effects of peer tutoring for the tutor." Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884

    Chicago Manual of Style (17th edition)