Peer Tutoring, Individualized Intervention, and Progress Monitoring With At-Risk Second-Grade Readers

Abstract

This study examined the effect on at-risk second graders of twice weekly peer-tutoring sessions with repeated readings combined with once per week tutoring by a college student. The college student addressed onsets and rimes appearing in errors made by the second graders during peer tutoring and noted by the peer tutors. The authors monitored reading progress weekly using curriculum-based measurement (CBM) reading probes administered by graduate students from a local school psychology specialist program. Tutored students who completed the program attained a median gain of 30 words read correctly (WRC) over the 10-week period of the study. A comparison group showed a median gain of 20 words read correctly. Peer tutors and tutees consistently reported satisfaction with the experience.

Keywords:

• curriculum-based measurement (CBM)
• peer tutoring
• reading intervention
• student achievement