NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED408805
Record Type: Non-Journal
Publication Date: 1991
Pages: 66
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Peer-Mediated Resource Reading. Sustained Reading Teacher's Manual.
Fuchs, Lynn S.; Mathes, Patricia G.
This manual was developed as part of a project investigating the effectiveness of class-wide peer mediated reading instruction with middle grade students having mild disabilities and reading difficulties. It explains the procedures for introducing, implementing, and monitoring the project's version of repeated reading, in which pairs of students each read several passages three times each with the partner monitoring reading accuracy and awarding points accordingly. The first chapter lists the manual's objectives, gives a definition and rationale for peer-mediated instruction, and presents an overview of the peer-mediated reading program. Chapter 2 is on preparing for peer-mediated reading. It covers scheduling time for peer tutoring; selecting pairs and weekly teams; awarding and recording points; getting students to and from their partners; and preparing and organizing materials. Chapter 3 describes the three-lesson training program for students prior to implementing peer-mediated reading. Lesson 1 covers general features of peer-mediated reading instruction; Lesson 2 provides the procedures for repeated readings; and in Lesson 3, students are walked through the peer-mediated instructional sequence. Chapter 4 focuses on potential problems and solutions such as student behavior problems before, during, or after tutoring; students taking too much time to complete the tutoring steps; students failing to follow the tutoring procedure; and students chatting about point recording and scores. A sample teacher script is provided. (DB)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. Dept. of Special Education.