Abstract

In this study, I applied peer tutoring methods to spelling in an elementary classroom to increase spelling performance. Using alternating treatment design with a baseline phase, peer tutoring for spelling was implemented within a 2nd grade classroom. Twenty-one students participated in the study. The primary dependent variables were the increase in words spelled correct and correct letter sequence from weekly pretests to weekly posttests. Baseline data were collected using spelling word lists students had not yet learned. Peer tutoring for spelling was applied to spelling through two activities targeting accuracy (Spell it, Check it) and fluency (a speed spelling activity, Best Spell). Instruction alternated weekly between peer tutoring for spelling and business as usual spelling instruction. Peer tutoring for spelling provided students with additional opportunities to respond and receive immediate feedback based on performance. Both business as usual and peer tutoring for spelling resulted in greater change from pretest to posttest than baseline. There was some evidence that peer tutoring for spelling led to greater spelling performance gains, and it was generally more acceptable to students. This study expanded on the limited literature on spelling, this study supports previous findings that explicit spelling instruction yields greater spelling performance than no spelling instruction.

Advisor

Shawna Petersen-Brown

Committee Member

Carlos Panahon

Committee Member

Daniel Houlihan

Committee Member

Dana Wagner

Date of Degree

2020

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Department

Psychology

College

Social and Behavioral Sciences

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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