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Remedial and Special Education
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Effects of Prerecorded Sight Words on the Accuracy of Tutor Feedback

Renee K. Van Norman

University of Nevada, Las Vegas, renee.vannorman{at}unlv.edu

Charles L. Wood

University of North Carolina at Charlotte

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.

Key Words: peer tutoring • instructional feedback • audio prompting • word identification

Remedial and Special Education, Vol. 29, No. 2, 96-107 (2008)
DOI: 10.1177/0741932507311634
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