Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

Dufrene, Brad A.; Reisener, Carmen D.; Olmi, D. Joe; Zoder‐Martell, Kimberly A.; McNutt, Marlena R.; Horn, Dana R.

doi:10.1007/s10864-010-9111-8

Cited by 32 publications

(46 citation statements)

References 30 publications

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“…It is also common for schools with the greatest need to have limited resources to assist with providing evidence-based instruction in the classroom (Carr, Gray, & Holley, 2007). Finally, many adolescents exhibit low motivation and engagement after having struggled academically for many years (Casillas, Robbins, Allen, & Kuo, 2012;Docan, 2006).…”

mentioning

confidence: 99%

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

et al. 2013

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A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure. A total of 13 intervention studies were synthesized in which 10 studies employed an experimental or quasi-experimental design and three studies used a single-case design. Findings from the 13 studies revealed mostly moderate to high effects favoring peer mediation, particularly when implementing a peer-mediated feedback component. In addition, findings suggest such interventions have social validity among adolescents and teachers. More rigorous research on secondary peer-mediated math interventions, peer-mediated interventions in alternative settings, and effective ways to pair dyads to incorporate a structured feedback component is warranted. Implications for peer-mediated instruction for academically struggling adolescents are discussed.

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confidence: 99%

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

et al. 2013

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“…The criteria for selecting studies were (1) at least five data points per phase (Ferron et al, 2009;Swanson & Sachse-Lee, 2000), (2) at least four baselines (Kazdin & Kopel, 1975), (3) multiple-baseline across-participant designs, (4) full text available for the article, (5) data values that could be clearly read from the graph, (6) an outcome that could be modeled as continuous, and (7) trends within phases that appeared linear. Five studies (from four of the articles) were selected for analysis on the basis of the criteria listed above (Dufrene et al, 2010;Ingersoll & Lalonde, 2010;Koegel, Singh, & Koegel, 2010;Oddo et al, 2010).…”

Section: Search Criteriamentioning

confidence: 99%

Multilevel models for multiple-baseline data: modeling across-participant variation in autocorrelation and residual variance

Baek

Ferron

2012

Behav Res

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Multilevel models (MLM) have been used as a method for analyzing multiple-baseline single-case data. However, some concerns can be raised because the models that have been used assume that the Level-1 error covariance matrix is the same for all participants. The purpose of this study was to extend the application of MLM of singlecase data in order to accommodate across-participant variation in the Level-1 residual variance and autocorrelation. This more general model was then used in the analysis of single-case data sets to illustrate the method, to estimate the degree to which the autocorrelation and residual variances differed across participants, and to examine whether inferences about treatment effects were sensitive to whether or not the Level-1 error covariance matrix was allowed to vary across participants. The results from the analyses of five published studies showed that when the Level-1 error covariance matrix was allowed to vary across participants, some relatively large differences in autocorrelation estimates and error variance estimates emerged. The changes in modeling the variance structure did not change the conclusions about which fixed effects were statistically significant in most of the studies, but there was one exception. The fit indices did not consistently support selecting either the more complex covariance structure, which allowed the covariance parameters to vary across participants, or the simpler covariance structure. Given the uncertainty in model specification that may arise when modeling single-case data, researchers should consider conducting sensitivity analyses to examine the degree to which their conclusions are sensitive to modeling choices.

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“…These approaches have examined Tier 2 interventions provided by peers, supplemental staff (i.e., graduate students), and classroom teachers. Dufrene et al (2010) studied the effects of using peer tutors to administer a standardized Tier 2 intervention at the sixth-grade level. The authors conducted their single-subject experiments in a rural southeastern middle school using Tier 2 as a means of bolstering word recognition and reading fluency.…”

Section: Middle School Rti Researchmentioning

confidence: 99%

“…The authors conducted their single-subject experiments in a rural southeastern middle school using Tier 2 as a means of bolstering word recognition and reading fluency. After attending a training session, three student tutors administered the Tier 2 intervention to four of their peers outside of class and monitored their progress (Dufrene et al, 2010). Each of the tutoring sessions lasted approximately 10 minutes and occurred no more than twice a week (Dufrene et al, 2010).…”

Section: Middle School Rti Researchmentioning

confidence: 99%

“…Instruction consisting of brief, periodic reading intervention (Dufrene et al, 2010;Faggella-Luby & Wardwell, 2011;Graves et al, 2011) simply does not have the same effect as the more intensive methods. We believe that the comprehensive nature of RTI makes it an ideal tool for administrators to use to enhance literacy instruction.…”

Section: Use Rti To Emphasize the Importance Of Intensive Secondary Lmentioning

confidence: 99%

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Response to Intervention in Secondary Schools

2012

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Secondary school administrators are increasingly finding themselves in the position of implementing Response to Intervention (RTI). This system of providing progressively intensive levels of intervention for the purposes of preventing academic failure and identifying children with learning disability may be useful at the secondary level. However, many aspects of RTI are based on research conducted in elementary schools. The purpose of this article is to provide a basic description of RTI, to summarize research conducted at the secondary level, and to provide a set of considerations for secondary administrators regarding RTI implementation.

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Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

Cited by 32 publications

References 30 publications

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

Multilevel models for multiple-baseline data: modeling across-participant variation in autocorrelation and residual variance

Response to Intervention in Secondary Schools

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