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Classwide Peer Tutoring: Effects on the Spelling Performance and Social Interactions of Students with Mild Disabilities and Their Typical Peers in an Integrated Instructional Setting

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Abstract

The effectiveness of Classwide Peer Tutoring (CWPT) to enhance the spelling performance and social interactions of three typical students and three students with mild disabilities was investigated. The classroom ecology was measured using the New Code for Instructional Structure and Student Academic Response (NCISSAR). Social interactions were assessed using the Multiple Option Observation System for Experimental Studies (M.O.O.S.E.S.). Spelling performance was measured by weekly pre-posttests. Using an ABAB single-subject design, results indicated that CWPT resulted in: (a) gains in the spelling accuracy of all students (up to 49%), (b) increases of students' duration of positive social interactions (up to 86%), and (c) high satisfaction ratings for both the students and the teacher. Comparisons between typical students and students with mild disabilities during CWPT suggested no differences in their duration of social interactions. Furthermore, the mean spelling accuracy of the students with mild disabilities was comparable to the spelling accuracy of the typical students (91% vs. 96%, respectively). Implications of the findings for the inclusion of students with mild disabilities in general education settings are discussed.

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Authors and Affiliations

  1. American College of Thessalpniki, Thessaloniki, Greece

    Georgios D. Sideridis (Assistant Professor)

  2. Juniper Gardens Children's Project, University of Kansas, USA

    Cheryl Utley (Project Director) & Joseph Delquadri

  3. Juniper Gardens Children's Project, University of Kansas, USA

    Charles R. Greenwood (Director and Senior Scientist)

  4. Juniper Gardens Children's Project, University of Kansas, USA

    Harriett Dawson (Research Coordinator and Counseling Psychologist)

  5. Olathe School District, Kansas

    Penny Palmer (General Education Teacher)

  6. Department of Human Development and Family Life, University of Kansas, USA

    Shalini Reddy (Doctoral Student)

Authors
  1. Georgios D. Sideridis
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  2. Cheryl Utley
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  3. Charles R. Greenwood
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  4. Joseph Delquadri
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  5. Harriett Dawson
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  6. Penny Palmer
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  7. Shalini Reddy
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Sideridis, G.D., Utley, C., Greenwood, C.R. et al. Classwide Peer Tutoring: Effects on the Spelling Performance and Social Interactions of Students with Mild Disabilities and Their Typical Peers in an Integrated Instructional Setting. Journal of Behavioral Education 7, 435–462 (1997). https://doi.org/10.1023/A:1022855218347

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  • DOI: https://doi.org/10.1023/A:1022855218347

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