Impact of peer tutoring sessions on oral language vocabulary in early childhood inclusive settings (original) (raw)

Impact of Peer Tutoring Sessions on Oral Language Vocabulary in Early Childhood Inclusive Settings by Claire Therese Tredwell Dr. Tom Pierce, Examination Committee Chair Professor of Special Education University of Nevada, Las Vegas Researchers agree that developing high quality programs using evidence based practice and active participation from students with disabilities, who receive instruction with typical peers, is critical to overall student achievement and success of inclusive practice (Bailey, McWilliam, Buysse, & Wesley, 1998; Villa, Thousand, Meyers, & Nevin, 1996; Volz, Brazil, & Ford, 2001). Identifying what interventions are necessary in order to support the developmental objectives and positive outcomes of young children remains a priority concern (Cavallaro, Ballard-Rosa, & Lynch, 1998). This study addressed the following questions: (a) Do peer tutoring sessions in early childhood settings increase oral language vocabulary in students with disabilities who have langua...