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Preventing School Failure: Alternative Education for Children and Youth Volume 49, 2004 - Issue 1
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Original Article

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

Susan K. Green Department of Psychology, Winthrop University, Rock Hill, South Carolina
,
Gary Alderman Department of Psychology, Winthrop University, Rock Hill, South Carolina
&
Adam Liechty Department of Psychology, Winthrop University, Rock Hill, South Carolina
Pages 11-17 | Published online: 07 Aug 2010

References

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  • Olmscheid, C. (1999). The effectiveness of peer tutoring in the elementary grades. California State University, Long Beach. (ERIC Document Reproduction Service No. ED430959)
  • Phillips, N. B., Hamlett, C. L., Fuchs, L. S., & Fuchs, D. (1993). Combining classwide curriculum-based measurement and peer tutoring to help general educators provide adaptive education. Learning Disabilities Research and Practice 8(3), 148-156.
  • Samuels, S. J. (1979). The method of repeated readings. Reading Teacher, 32, 403-408.
  • Shinn, M., Good, R., Knutson, N., Tilly, W. D., & Collins, V. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459-479.
  • Sindelar, P., & Stoddard, K. (1991). Teaching reading to mildly disabled students in regular classes.
  • Stoner, G., Shinn, M., & Walker, H. (Eds.), Interventions for achievement and behavior problems (pp. 357-378). Silver Spring, MD: National Association of School Psychologists.
  • Stiggins, R. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill/Prentice-Hall.
  • Topping, K. (1987). Peer tutored paired reading: Outcome data from ten projects. Educational Psychology, 7(2), 133-145.

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