Abstract:
:Five fifth-grade students tutored five kindergarten children in basic arithmetic skills for 7.5 weeks. A control group consisted of five kindergarten children who received no tutoring and were matched with the experimental group in arithmetic ability. Pre-, mid-, and posttesting was done using a skills-based arithmetic test. Results showed that the experimental group made far greater gains than the control group on a posttest comparison (matched pairs signed ranks test p = 0.062). In addition, a subanalysis of specific arithmetic skills showed they were improved only when tutoring for that skill was carried out. Systematic observations made of the tutor-student interactions indicated wide tutor-to-tutor variability in the percentage of student responses praised, and very little use of negative, disapproving statements. It was concluded that trained fifth-grade students can effectively teach basic arithmetic skills to kindergarteners.
journal_name
J Appl Behav Analjournal_title
Journal of applied behavior analysisauthors
Johnson M,Bailey JSdoi
10.1901/jaba.1974.7-223subject
Has Abstractpub_date
1974-07-01 00:00:00pages
223-32issue
2eissn
0021-8855issn
1938-3703journal_volume
7pub_type
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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