| While Classwide Peer Tutoring (CWPT) has been shown to be an effective instructional practice with school-aged students (elementary and secondary), it has rarely been examined for effectiveness in kindergarten. Thus, this study sought to investigate the effects of CWPT on the acquisition of kindergarten reading and math skills compared to teacher-led instruction. Two regular education kindergarten classrooms in an urban elementary school participated. A nonconcurrent multiple baseline design across academic subject areas and classrooms was utilized to control rival hypothesis and demonstrate causal relationships between intervention and outcomes. All data were collected on eight students nominated by their teachers as representing high, average, and low academic abilities. Dependent measures included weekly reading and math tests as well as observational measures of academic responding. Procedural fidelity and consumer satisfaction were also assessed. Compared to teacher-led instruction, CWPT (a) produced higher levels of academic responding, indicating more productive usage of class time, (b) improved the students' average percent correct on weekly reading and math tests, and (c) all students reached mastery in reading and math. Additionally, social validation measures indicated that teachers were satisfied with the results of CWPT. Collectively, these results indicate that CWPT was an effective instructional strategy for improving academic outcomes for kindergarten students. Implications for future research are discussed. |
