PEER TUTORING WITH OR WITHOUT HOME‐BASED REINFORCEMENT, FOR READING REMEDIATION

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Abstract
An operant-based corrective reading program was established to study effectiveness of peer tutoring in the school, for reading deficient children. Students (69, 2nd-4th grade) were matched on measures of initial reading ability and level of reading retardation, and randomly assigned to 3 groups: peer tutoring only, peer tutoring with home based reinforcement and control. SRA [Science Research Associates] materials were used in training for the experimental groups, supplemented with additional reading materials. The program continued for 15 wk, in 7 public schools. Changes in oral reading accuracy and comprehension were assessed. Both reading and comprehension were significantly increased by peer tutoring, relative to the control group. The addition of home-based reinforcement doubled this increase. The measured gain in oral reading, based upon standardized testing, was 0.19 yr for the controls and 1.27 yr for peer tutoring with home-based reinforcement. Internal measures of gain showed similar results and comprehension gains were comparable. A high rate of compliance with the tutoring program was maintained by the tutors. High ratings of satisfaction were obtained for the program, from all groups of participants. The feasibility of the program for application in the school system is discussed.