Date Approved

5-22-2018

Embargo Period

5-23-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Xin, Joy

Subject(s)

Peer teaching; Children with disabilities--Education

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

This study examined the effects of peer tutoring on the vocabulary acquisition of students with disabilities in a middle school setting. This study included twelve 8th grade students in co-taught classes. The participants included two Hispanic students, six Caucasian students, and 4 African American students. All participating students are 13 or 14 years of age. The 12 students in this study are classified as learning disabled, multiply disabled, or autistic.

Participating students worked in pairs for twelve weeks. The participants are from three separate classes, each class containing four participating students. Each class also included non-disabled students, who received instruction regularly with no changes to their daily activities.

Following peer tutoring implementation, 9 of the 12 students increased their accuracy on grade-level vocabulary quizzes. For the remaining 3 students, one student's score stayed the same, and the other 2 only saw small decreases while maintaining a passing grade. Results of this study show the effectiveness of peer tutoring strategies for vocabulary acquisition.

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