Classwide peer tutoring

By Sharon L. Nardiello. 2009

359 citations recorded by the source corpus.

ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula. This approach provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. The teacher creates age-appropriate peer teaching materials for the peer tutors; these materials take into account tutees’ language skills and disabilities. Although CWPT can be used in subject areas other than reading, this report focuses on CWPT for beginning reading for elementary school grade levels, which emphasizes reading fluency and comprehension skills.2

Subfields: Developmental and Educational Psychology

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In Developmental and Educational Psychology

Citations in the corpus

Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research (2013, background): “Although previous peer tutoring research indicates that student outcomes are better with the use of peer tutoring (Delquadri et al., 1986), there are some gaps in the literature.”
A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings (2007, background): “Ongoing monitoring is important, but researchers suggest that meeting with tutors after tutoring sessions also is important (Carnine, 2002; Delquadri et al., 1986; Franca et al., 1990; Fulk & King, 2001).”
Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms (2002, background): “Classwide Peer Tutoring (CWPT) is a notable form of same-age tutoring that requires teachers to reorganize their classrooms into pairs of students (see Delquadri, Greenwood, Whorton, Carta, & Hall, 1986).”
Evidence-based Practices in Classroom Management: Considerations for Research to Practice (2008, neutral): “The physical arrangement of a classroom includes (a) the permanent structure (i.e., walls, dividers, closets, etc) that defines the classroom space; 354 SIMONSEN et al. 355EVIDENCE-BASED CLASSROOM MANAGEMENT Evidence-based Practice Sample of Supporting References Direct instruction • Abt Associates,”
Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama–Sniezek's Review (2002, background): “Studies that focused on peer-mediated instructional strategies other than CL, such as Classwide Peer Tutoring (e.g., Delquadri et al., 1986), Peer-Assisted Learning Strategies (e.g., Fuchs et al., 1997), and cross-age tutoring (e.g., Elbaum et al., 1999), were not included because we considered the…”
What We Know about Effective Instructional Practices for English-Language Learners (2000, methodology): “Detailed procedures of the literature search and review are described in Gersten et al. (1998). We searched the literature for experimental and quasi-experimental intervention studies and descriptive studies (both qualitative and quantitative) in which some type of classroom observation was used to ”