| Abstract: | The purpose of this study was to compare reciprocal peer tutoring with a group contingency to a traditional vocabulary program in a regular middle-school classroom. The participants were 20 seventh and 12 eighth-grade students enrolled in a private parochial school. A counter-balanced time-series design was employed to evaluate the effects of reciprocal peer tutoring across the two groups of students. The overall results indicated that when students participated in reciprocal peer tutoring, scores on weekly quizzes in vocabulary were signifcantly higher. Reciprocal peer tutoring with a group contingency was beneficial to middle school students, easy to implement, and a cost- and time-efficient system for teachers and students. © 1997 John Wiley & Sons, Ltd. |
