Effects Of Interspersing On Peer Tutoring Of Sight Words

Abstract

This study investigated the effects of short-term peer tutoring, with interspersal or without interspersal, on sight word acquisition. Four first grade students and two second grade students participated in the study. Student dyads (i.e., 1 tutor and 1 tutee) were either in the without interspersal condition or in the interspersal condition. Using an AB single case design, student performance was measured and graphed in two ways, cumulative learning and student learning rate. Contrary to expectations, results indicated the overall cumulative learning measurement for students in the without interspersal condition acquired the greater number of words learned, required less instructional time, and had higher learning rates. Similar results were found for their maintenance data. Discussion focuses on limitations of the current study and implications for future research.

Date of Award	2005
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Christine McCormick (Supervisor)