Effects of classwide peer tutoring on the acquisition, maintenance, and generalization of science vocabulary words for seventh grade students with learning disabilities and/or low achievement
Year: 2005
Type: article
Abstract: This study investigated the effects of classwide peer tutoring (CWPT) on the acquisition, maintenance, and generalization of science vocabulary words and definitions.Participants were 14 seventh grade students at-risk for failure in a general education science course; 3 students had learning disabilities and 2 had a communication disorder.CWPT was conducted daily for 20 minutes during the last period of the school day.Procedures for CWPT were consistent with the Ohio State University CWPT model.Students were engaged in dyadic, reciprocal tutoring.Tutors presented word cards to tutees to identify the word and definition.Tutors praised correct responses and used a correction procedure for incorrect responses.After practicing their vocabulary words, students completed a daily testing procedure and recorded and plotted data.Many of the study's findings are consistent with previous studies using CWPT to teach word identification.Results of this study indicate a functional relationship between CWPT and acquisition of science vocabulary.All students were able to acquire words and definitions.Results for maintenance and generalization varied.When acquisition criterion was changed, maintenance and generalization scores increased for some students, while other students remained consistently high.All students reported that they enjoyed CWPT, and all but student stated it helped them learn science vocabulary.
Author: Michele M. Nobel
Institution: The Ohio State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1636048940