The effects of classwide peer tutoring on spelling achievement, reading fluency, and reading comprehension
The purpose of this study was to examine the effects of Classwide Peer Tutoring on the spelling achievement, reading fluency, and reading comprehension of 3rd graders in two Mississippi elementary schools as well as to provide new knowledge to the profession on ways to use this procedure. Opinions of the students and teachers involved in the study were also examined. Sixty students in grade 3 participated in the study. Students in one school acted as the experimental group and were taught spelling and reading using Classwide Peer Tutoring. Students in the second school comprised the comparison group and were taught in the manner they had been previously. A MANCOVA statistical analysis was used to determine the findings of the study. Results of the data analysis revealed a significant difference between spelling, reading fluency, and reading comprehension scores of the students in the groups with the scores of the students in the experimental group being higher. In addition a significant difference was found between the attitudes towards the way the students were taught spelling and reading with the attitudes of the experimental group being more positive.