General and special educators are frequently confronted with the problem of how to provide spelling instruction that meets the needs of all their students, especially their students with mild disabilities. The purpose of this article is to combine two effective instructional methods (Classwide Peer Tutoring and a spelling strategy) to help students acquire and maintain spelling competence both inside and outside of the classroom.
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References
1.
Arreaga-Mayer, C. (1998). Increasing active student responding and improving academic performance through classwide peer tutoring. Intervention in School and Clinic, 34, 89—94, 117.
