| Abstract: |
Six kindergarten students at risk for reading difficulties were taught to tutor each other and provide accurate feedback with the use of a prerecorded sight word model. Students were taught the components of reciprocal peer tutoring and were asked to tutor each other on unknown, phonetically irregular sight words. An A-B-A-B reversal design embedded within a multiple baseline design showed that prerecorded sight words increased students' accurate feedback during peer tutoring and testing. In addition, most students' word identification scores increased from pre- to posttests. |
