Peer mediated intervention in reading instruction using Pause, Prompt and Praise

Stephen Houghton, M. Litwin, A. Carroll

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve II year-old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data;From interrupted time series research designs. A one-tailed t-test was also computed to test for significant differences in pre- and post-test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention.
Original languageEnglish
Pages (from-to)361-377
JournalEducational Studies
Volume21
Issue number3
DOIs
Publication statusPublished - 1995

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Peer mediated intervention in reading instruction using Pause, Prompt and Praise. / Houghton, Stephen; Litwin, M.; Carroll, A.

In: Educational Studies, Vol. 21, No. 3, 1995, p. 361-377.

Research output: Contribution to journalArticle

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