Introduction to Module 3

Introduction: The problems associated with limited reading are numerous.  Students with poor reading skills have lower self esteem, potential of having more behavioral problems than students without insufficiencies in reading abilities, and a greater chance of not completing school (Juel, 1996). Illiterate adults constitute 75 % of the unemployed, 33% of mothers receiving aid to dependent children, and 60% of the prison population (Orton Dyslexia Society, cited in Adams, 1991).  Twenty five percent of the US adult population cannot read notes sent home from their child’s school or medicine labels (Riley, 1996).  These numbers for individuals with disabilities are even more alarming with estimates reaching as high as 73% (Riley, 1996).

Further adding to the instructional challenge faced by classroom teachers is the complex relationship between academic problems and behavior problems. Many students who are low achievers academically also exhibit problematic classroom behavior that makes them even more difficult to teach. Furthermore, students with emotional disturbance (ED) have well-documented reading problems (Coleman & Vaughn, 2000). To illustrate, Tomblin, Zhang, and Buckwalter (2000) found a significant relationship between reading problems and behavior problems in a sample of 2^nd grade students. Rabiner, Coie, and the Conduct Problems Prevention Research Group (2000) examined the relationship between attention problems and reading achievement; findings indicated that attention problems play an important role in the development of reading problems.           

In light of the co-occurring reading and behavior problems often exhibited by students with ED, the purpose of this module is to describe reciprocal peer-tutoring, a promising intervention for improving both reading achievement and social behavior of students with ED.

Objectives:

1.   After completing the module the learner will understand the essential components of reciprocal peer tutoring.

2.   After completing the module the learner will be able to identify strengths and limitations of peer tutoring as an instructional method for students with emotional/behavioral disorders.

Time to view Powerpoint presentation: 8 minutes