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ERIC Number: ED182632
Record Type: RIE
Publication Date: 1979-Sep
Pages: 20
Abstractor: N/A
Increasing Peer-Tutoring Behaviors in a Third Grade Classroom.
Jason, Leonard A.; Frasure, Susan
The use of prompting to increase peer-tutoring skills in an entire third grade classroom was investigated. A multiple baseline design was used in establishing three tutoring components: praise corrective feedback, and re-presenting the question. Results indicated that all three tutoring behaviors increased after prompting. During the last experimental phase, when program youngsters were not being prompted, high levels of peer-tutoring behaviors were maintained. When program children were compared to control youngsters, the children involved in the intervention earned significantly higher postpoint grades in spelling, mathematics, and reading. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (87th, New York, NY, September 1-5, 1979)