ModelClass Wide Peer Tutoring
This study investigated the effects of classwide peer tutoring (CWPT) on the
acquisition, maintenance, and generalization of science vocabulary words and definitions.
Participants were 14 seventh grade students at-risk for failure in a general education
science course; 3 students had learning disabilities and 2 had a communication disorder.
CWPT was conducted daily for 20 minutes during the last period of the school
day. Procedures for CWPT were consistent with the Ohio State University CWPT model.
Students were engaged in dyadic, reciprocal tutoring. Tutors presented word cards to
tutees to identify the word and definition. Tutors praised correct responses and used a
correction procedure for incorrect responses. After practicing their vocabulary words,
students completed a daily testing procedure and recorded and plotted data.
Many of the studyís findings are consistent with previous studies using CWPT to
teach word identification. Results of this study indicate a functional relationship between
CWPT and acquisition of science vocabulary. All students were able to acquire words
and definitions. Results for maintenance and generalization varied. When acquisition
criterion was changed, maintenance and generalization scores increased for some
students, while other students remained consistently high. All students reported that they
enjoyed CWPT, and all but student stated it helped them learn science vocabulary.