应用同伴辅导在小学生拼写中的应用

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2022-04-05 DOI:10.1080/15377903.2022.2052218

Ashlee R. Lundberg, Shawna Petersen‐Brown, D. Houlihan, Carlos J. Panahon, Dana L. Wagner

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引用次数: 4

摘要

摘要同伴辅导方法在二年级课堂上实施，采用带基线的交替治疗设计。在基线阶段，18名参与者拼写了他们还没有学会的单词。在治疗阶段，教师主导的拼写教学每周与同伴拼写辅导交替进行。拼写同伴辅导通过两项针对准确性和流利性的活动进行。从每周的前测到后测，教师主导的拼写指导和同伴辅导在拼写正确的单词和正确的字母序列方面都比基线有更大的改进。拼写方面的同伴辅导使成绩有了更大的提高，学生也更容易接受。这项研究扩展了关于拼写教学循证实践的有限文献，并支持先前的研究结果，即明确的拼写教学比没有拼写教学产生更高的拼写表现。

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Applying Peer Tutoring to Spelling with Elementary-Aged Students

Abstract Peer tutoring methods were implemented in a 2nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was applied through two activities targeting accuracy and fluency. Both teacher-led instruction and peer tutoring for spelling resulted in greater improvement from the weekly pretest to posttest in both words spelled correctly and correct letter sequences than baseline. Peer tutoring for spelling led to greater improvements in performance and was more acceptable to students. This study expanded on the limited literature on evidence-based practices for spelling instruction and supports previous findings that explicit spelling instruction yields greater spelling performance than no spelling instruction.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.