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ERIC Number: ED142987
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Efficacy of Reward Contingencies and Peer Teaching on Reading Skill Acquisition and On-Task Attending with Elementary School Children.
Fox, Paul A.; Ervin, Tommye A.
A 2 x 3 factorial design was employed to assess the efficacy of peer teaching and token reward contingencies (contingent tokens, noncontingent "yoked" tokens, and no tokens) in a remedial reading program. The relationship between on-task performance and reading improvement was also assessed. Forty-two fourth grade to sixth grade rural Appalachian students with at least a one year reading deficit served as subjects. Thirty half-hour remedial reading sessions focused upon oral reading rate and error reduction. Reading rate, error reduction, and comprehension (for which no contingencies were applied) improved more for the group receiving both contingent reward and peer teaching than any other group. On-task performance remained above the 90% level for all groups receiving either contingent reward or peer teaching. It was suggested that increasing on-task performance may be necessary, but not sufficient to improve academic performance. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Appalachian State Univ., Boone, NC.
Note: Research prepared at Appalachian State University