Improving My Greek Spelling Performance With the Help of My Same-Aged Peers

• In Event: Poster Session 2
  In Poster Session: Special Education Research SIG: Instruction and Students With Disabilities

Abstract

This experimental single-case study investigated the effects of a secondary peer-mediated learning strategy on the spelling performance of eight third-grade students identified as at risk for reading failure. A multiple-baseline-across-participants design was utilized to assess the impact of a peer tutoring system on the number of words spelled correctly. Students worked in dyads and were trained in specific tutoring steps for teaching each other to read and spell words from a required set of verbs in class. Results demonstrated a strong functional relationship between the peer-tutoring strategy and spelling performance of all pairs with notable changes in the data levels and trends. All participants rated positively the practical significance of the intervention and its components.

Author

• Lefki Kourea, University of North Carolina - Charlotte