A Peer Tutoring Intervention for Sight-Word Recognition.
Sharla Nichols Fasko · 1996
The purpose of the study was to assess the effectiveness of a peer tutoring intervention for sightword acquisition, and determine whether any progress was matched by improvement in reading fluency. Four primary students were selected based upon teacher referral for poor reading fluency. Flashcards were used to determine accuracy of recognition of vocabulary words listed in each students' current and previous reading books. Number of words correctly identified was recorded for eachchild. In addition, reading rate in the form of correct words and errors per minute (CWPM and EPM) was also assessed. Reading passages for evaluating rate were chosen randomly from each student's current reading book. A single-case A-8 design was used. Both sight word recognition and reading fluency was assessed one to two times weekly for each student throughout the study. After baseline data were collected, the tutoring phase began Results indicated that three of the students showed improvement in sight-word acquisition during the intervention phase, and all four showed definite improvement in fluency.