Date Approved

4-29-1997

Embargo Period

8-30-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Learning disabled youth; Peer teaching; Resource programs (Education)

Disciplines

Educational Psychology

Abstract

Preventing school failure of special education students is an issue of immense proportion. Apart from academic needs, many special education students have needs in other areas such as improved self esteem, social skills and behavior that far outweigh the needs of regular education students. This study was designed to investigate the effects of a cross-age peer tutoring read aloud program on sixteen fifth and sixth grade learning resource room students. The subjects' self concept, behavior, discipline referral rate and absenteeism rate were examined in a pre/post intervention design. The subjects were required to tutor by reading aloud to third grade students twice a week for approximately ten weeks. Findings indicate no differences which could be attributed to the tutoring intervention were found on the Piers-Harris Self-concept Scale or the Achenbach Behavior Rating Scale both of which were used to measure self-concept and behavior respectively. A small, yet significant, increase was found in the amount of behavior referrals. There was no difference in absenteeism rates.

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