A peer-mediated instructional procedure termed Classwide Peer Tutoring (CWPT) has been shown to increase the rates and accuracy of student responses to academic tasks and to improve student performance on weekly spelling tests. In addition to replicating previous research, the present investigation evaluates the retention of words learned using CWPT. Students classified as mildly mentally retarded participated in daily practice of spelling words using CWPT for 12 weeks. Short-, intermediate- and long-term retention of words practiced was assessed. Results indicate that the students’ average score was over 95% correct on weekly tests, replicating previous results. Long-term retention, measured on a post-test, was over 89% correct. Further, students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes.
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