PEER-MEDIATED INTERVENTION IN READING-INSTRUCTION USING PAUSE, PROMPTAND PRAISE

A multiple baseline research design across subjects (pairs) was used t o examine the effectiveness of peer tutoring in reading using the Paus e, Prompt and Praise tutoring procedure. Twelve II year-old, Year 6 st udents of varying reading ability were trained in the systematic use o f delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tut or behaviours were examined using a statistical programme specifically designed for analysing data;From interrupted time series research des igns. A one-tailed t-test was also computed to test for significant di fferences in pre- and post-test means in reading achievement. Continuo us data collection throughout the programme indicated that all peers w ere effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. B oth peer tutors and tutees made statistically significant gains in rea ding accuracy and comprehension over the course of the intervention.