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The purpose of this single-case study was to evaluate the effects of a peer-tutoring intervention on the text production skills of three third graders with severe learning and speech difficulties. All tutees were initially able to produce only very short stories. During the course of the treatment, higher performing classmates taught them how to ap...
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... an initial instruction phase (1 st to 3 rd training session), the tutors chose an essay subject from a list provided to them (similar to the one mentioned above by Hirmer & Hirmer, 2007). Subsequently, they brainstormed in front of the tutees about things they could write concerning the given topic while thinking out loud and jotted down their thoughts in the appropriate field of a German version of a story map, as depicted in Figure 1. Finally, the tutees performed the same task, also while thinking out loud. ...
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... The highest degree of alignment was 81% articles (Benedek-Wood et al., 2014;Jozwik & Douglas, 2017). The next closest alignment (77%) was found in 10 articles (Dennis et al., 2015;Fishley et al., 2012;Grünke et al., 2016;Kong & Orosco, 2016;Kong & Swanson, 2019;Mancl et al., 2012;McKevett et al., 2020;Ness & Sohlberg, 2013). SCRIBE standards present each checklist item within a section of the manuscript where it is supposed to be located. ...
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed.
... Other factors affecting the effectiveness of peer tutoring include: gender, age, types of physical and mental disabilities, learning quality, the length of the research period and the amount of heterogeneity in the case. The findings of Grünke, Janning & Sperling (2016) show that the intervention of peer tutoring has a positive effect on counseling students with learning and speech difficulties. ...
The unique feature of the group counseling program in this study is the integration of group counseling, individual counseling and peer tutoring. This study aims to determine the satisfaction level of low-achieving college students, who participated in the "Specialty-oriented Career Exploration" group counseling mix model. This study is an action research that lasts one semester. The research samples are 12 low-achieving freshmen students in the Finance Department of a business university (these students, as recommended by the class mentor, achieved average performance in the last fifth tier in their first semester), who participated in all three phases of career group counseling mix model. The unique feature of the group counseling program instituted in this study is the integration of group counseling, individual counseling and peer tutoring: (1) Phase 1: Group counseling before the mid-term exams, which included the design of structured career group counseling activities that were held eight times in eight weeks; (2) Phase 2: Individual counseling performed after mid-term exams; (3) Peer tutoring added to the process. According to the statistical analysis results of the satisfaction questionnaire, the results of the questionnaire show that they are very satisfied with the appropriateness of the overall planning (M=4.8; S=0.16); and that Specialty-oriented Career Counseling mix model is very helpfulimportant for individuals thinking about future careers (M=4.6; S=0.24). The preventive measures adopted by the career counseling program received positive responses from students who participated in this career counseling group mix model, that they then became familiar with the counseling center. Group members who had serious emotional and interpersonal problems were willing to seek out counselors in the collage counseling center and continue with individual counseling. This study recommended that individual counseling or peer tutoring can be arranged after specialty-oriented career exploration group counseling, in order to meet the career counseling needs for various low-achieving college students. Lastly, this study offers specific suggestions, based on the research results, for "specialty-oriented career group counseling" in higher education to enhance the diversified contents of college career counseling.
... In two recent studies, peers were used to teach elementary school children with LDs how to apply story mapping to help them plan their narratives. The results indicate that the students with LDs sig-nificantly increased the number of words they wrote (Grünke, Janning, & Sperling, 2016;Grünke, Wilbert, Tsiriotakis, & Lopez Agirregoikoa, 2017). Both studies provide insight into the potential of using peer-assisted writing strategies to support students with LDs in story writing. ...
Writing becomes increasingly more imperative across all content areas as students progress through secondary school. However, many of them struggle with the complex process of putting thoughts and ideas onto paper or into a keyboard. Adolescents with learning disabilities (LDs), in particular, are usually challenged by writing activities. One major cause for their difficulties is their lack of planning skills. This single-case study evaluated a peer-tutoring approach designed to teach adolescents with LDs to better plan narratives by using a simple strategy (story mapping). A multiple-baseline design (AB) across subjects was employed to assess the effects of the intervention. The results indicate large and significant effects of the intervention on the length and completeness of the narratives the students produced. This suggests that writing skills of adolescents with LDs can be improved by way of peer tutoring with limited resources required.
... The effectiveness of graphic organizers in improving the text-planning skills of children and youth with LD is an area gaining increasing research interest (Hennes, Büyüknarci, Rietz, & Grünke, 2015;Li, 2007;Unzueta & Barbetta, 2012;Zipprich, 1995). However, to the authors' knowledge, only two studies to date have included some form of peer-tutoring: In an experiment by Grünke, Janning, and Sperling (2016), third graders showed increased productivity in narratives written after they had received systematic support from their high-performing classmates. However, the quality of the texts was not assessed. ...
A large number of students struggle with composition writing. Th is is alarming since problems in this area reduce the chances of succeeding in school and life in general. Children and youth with learning disabilities (LD) are especially at risk of not acquiring the skills necessary to produce texts of an acceptable length and quality. Specifically, they have difficulty planning for writing. Of the broad arsenal of instructional strategies available, graphic organizers seem to be a particularly promising tool for helping students with LD prepare to compose texts of an acceptable quality. The present study evaluated the effectiveness of a procedure whereby the use of a graphic organizer (a story map) is taught to three fourth graders with LD by three non-labeled classmates to increase the length and the quality of their text products. After only four to seven lessons, the truggling students showed stark increases in their performance. All measures of the benefits of the intervention (visual analysis, effect size measures, randomization test, and piecewise regressions) indicated that the treatment met its aim. Implications and recommendations for practice are provided.
Single‐case research designs (SCRDs) are rigorous methods used to investigate the effects of interventions on socially important outcomes. A hallmark of SCRDs is repeated measurement of observable behavior presented in time‐series graphs. The construction of time‐series graphs can inflate Type I or Type II errors made via visual analysis. In the current investigation, we included all SCRDs published in four flagship journals in the field of learning disabilities (Journal of Learning Disabilities, Learning Disabilities Quarterly, Learning Disabilities Research & Practice, Journal of Learning Disabilities: A Contemporary Journal) over the last decade. A total of 47 studies including 315 graphs were included. Our findings suggest that ordinate scaling was appropriate across a majority of graphs; graphs, however, did not adhere to recommendations for x:y ratio or DPPXYR.
