Abstract

Peer tutoring methods were implemented in a 2^nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was applied through two activities targeting accuracy and fluency. Both teacher-led instruction and peer tutoring for spelling resulted in greater improvement from the weekly pretest to posttest in both words spelled correctly and correct letter sequences than baseline. Peer tutoring for spelling led to greater improvements in performance and was more acceptable to students. This study expanded on the limited literature on evidence-based practices for spelling instruction and supports previous findings that explicit spelling instruction yields greater spelling performance than no spelling instruction.

摘要

^{同伴辅导方法在第 2年}实施使用具有基线的交替处理设计的年级课堂。在基线阶段，18 名参与者拼写了他们尚未学会的单词。在治疗阶段，教师主导的拼写教学每周与同伴拼写辅导交替进行。通过针对准确性和流畅性的两项活动应用了拼写同伴辅导。教师主导的拼写教学和同伴辅导都导致从每周前测到后测的单词拼写正确和正确字母序列比基线有更大的改进。拼写同伴辅导可以显着提高学生的成绩，也更容易为学生所接受。