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Journal of Behavioral Education

, Volume 10, Issue 1, pp 21–36 | Cite as

Effects of a Peer-Delivered Corrective Reading Program

  • Robert E. Harris
  • Nancy Marchand-Martella
  • Ronald C. Martella
Article

Abstract

The effects of a peer-delivered Corrective Reading program (CRP) (Engelmann, Hanner, & Johnson, 1989) with repeated reading on the reading performance of at-risk high school students were examined. High school peer instructors and students in need of reading remediation were randomly assigned to dyads or triads. Peer instructors presented the CRP, conducted repeated reading trials, and took rate and accuracy measures. Pre to post test data were collected on vocabulary and comprehension subtests of the Gates–MacGinitie Reading Tests, oral reading fluency (words read per minute) and accuracy, number of repeated readings on initial and final lessons, and lessons completed. Results indicated that students' performance on the standardized reading assessment increased as did their oral reading fluency. In general, the number of repeated readings decreased from the initial lesson to the final lesson. Implications for further research are discussed.

peer instruction direct instruction corrective reading at-risk 

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Copyright information

© Human Sciences Press, Inc. 2000

Authors and Affiliations

  • Robert E. Harris
    • 1
  • Nancy Marchand-Martella
    • 2
  • Ronald C. Martella
    • 3
  1. 1.Department of Counseling, Educational, and Developmental PsychologyEastern Washington UniversityCheney
  2. 2.Department of Counseling, Educational, and Developmental PsychologyEastern Washington UniversityCheney
  3. 3.Department of Counseling, Educational, and Developmental PsychologyEastern Washington UniversityCheney

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