Date Approved

Winter 1998

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

The effects that Classwide Peer Tutoring has on students’ with learning disabilities basic reading skill was examined. Classwide Peer Tutoring is a program that allows students to engage more time in actual reading behavior with partner feedback. One instructor implemented Classwide Peer Tutoring for a 4 week period to 11 students who had learning disabilities in the areas of reading and writing. One volunteer was used twice a week to emit tests of the students’ progress. Results of the study indicated that compared to their pretest scores, the post-test scores showed that students made slightly positive improvements in the areas of correct response, error rate, and comprehension. Furthermore, a satisfaction questionnaire showed that students had positive feelings about Classwide Peer Tutoring. This study suggests that Classwide Peer Tutoring may be a program that would be beneficial for students basic reading skills. Classwide Peer Tutoring should be implemented for a longer period of time to note if greater improvements could be contrived.

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