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
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.
Recommended Citation
Wellington, Jeffery G., "The effects of a cross-age peer tutoring read aloud program on learning disabled resource room students" (1997). Theses and Dissertations. 2128.
https://rdw.rowan.edu/etd/2128
