SUPPLEMENTAL PEER PRACTICE IN A 1ST-GRADE MATH CLASS - EFFECTS ON TEACHER-BEHAVIOR AND 5 LOW ACHIEVERS RESPONDING AND ACQUISITION OF CONTENT

In this study we compared the effectiveness of 2 instructional conditi ons in a first-grade math class. Both conditions adhered to the direct instruction model. One condition was composed entirely of teacher-dir ected activities, whereas a second condition included a supplemental p eer practice activity. We used an ABAB reversal design to compare effe cts of both conditions on the following outcomes for the teacher and 4 -5 low achievers: (1) instructional processes, (2) the quality of 4 st udents' responding or participation, and (3) 5 students' acquisition o f daily academic content. Results indicated that the two procedures we re associated with divergent instructional processes and that suppleme ntal practice with peers increased students' active responding and acq uisition of content.