|
|
References
Met WWC evidence standards
Greenwood, C. R., Terry, B., Utley, C. A., Montagna, D., & Walker, D. (1993). Achievement placement and services: Middle school benefits of ClassWide Peer Tutoring used at the elementary school. School Psychology Review, 22 (3), 497–516.
Additional sources:
Greenwood, C. R. (1991). Longitudinal analysis of time, engagement and achievement in at-risk versus non-risk students. Exceptional Children, 57 (6), 521–535.Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371–383.
Did not meet WWC evidence screens
Abbott, M., Greenwood, C. R., Buzhardt, J., & Tapia, Y. (2006). Using technology-based teacher support tools to scale up the ClassWide Peer Tutoring program. Reading and Writing Quarterly, 22, 47–64. 1
Bradley, D., Bjorlykke, L., Mann, E., Homon, C., & Lindsay, J. (1993, October). Empowerment of the general educator through effective teaching strategies. Paper presented at the meeting of the International Conference on Learning Disabilities, Baltimore, MD. 2
Burks, M. (2004). Effects of Classwide Peer Tutoring on the number of words spelled correctly by students with LD. Intervention in School and Clinic, 39 (5), 301–384. 3
Buzhardt, J., Abbott, M., Greenwood, C. R., & Tapia, Y. (2005). Usability testing of the ClassWide Peer Tutoring-Learning Management System. Journal of Special Education Technology, 20 (1), 19–31. 4
Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2006). Research on scaling up effective instructional intervention practice: Developing a measure of the rate of implementation. Educational Technology Research and Development, 54 (5), 467–492. 4
Greenwood, C. R., Dinwiddie, G., Bailey, V., Carta, J. J., Dorsey, D., Kohler, F. W., Nelson, C., Rotholtz, D., & Schulte, D. (1987). Field replication of classwide peer tutoring. Journal of Applied Behavior Analysis, 20, 151–160. 4
Moore, A. R. (1993). Effects of strategy training and classwide peer tutoring on the reading comprehension of students with learning disabilities. Dissertation Abstracts International, 54 (11), 4041A. (UMI No. 9410387)4
Neddenriep, C. E. (2003). ClassWide Peer Tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension. Dissertation Abstracts International, 64 (09), 3192A. (UMI No. 3104401)5
Sideridis, G. D., Utley, C., Greenwood, C. R., & Delquadri, J., et al. (1997). ClassWide Peer Tutoring: Effects on the spelling performance and social interactions of students with mild disabilities and their typical peers in an integrated instructional setting. Journal of Behavioral Education, 7 (4), 203–212. 4
Simmons, D., Fuchs, D., Fuchs, L. S., Hodge, J. P., & Mathes, P. G. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research & Practice, 9 (4), 203–212. 5
Veerkamp, M. B. (2001). The effects of ClassWide Peer Tutoring on the reading achievement of urban middle school students. Dissertation Abstracts International, 63 (04), 2047B. (UMI No. 3049533)5
Disposition Pending
Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27 (1), 49–61.
2 Does not use a strong causal design: this study, which used a quasi-experimental design, did not use equating measures to ensure that the comparison group was equivalent to the treatment group.
3 The outcome measures are not relevant to this review.
4 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study did not disaggregate students in the eligible range from those outside the range.
5 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through third grade during the time of the intervention; this study did not focus on the targeted grades.
