Using Requests Effectively in Peer-directed Instructional Groups

Abstract

Two studies investigated second and third grade children’s use of requests and responses in their instructional groups. Students in groups of varying reading and math ability were studied. Standardized reading and math achievement tests and assessments of language competence were administered. Samples of peer-directed, group activity were audio- and videotaped. The results showed that (a) ability groups differed in reading and math achievement; (b) groups differed in their use of requests and responses; and (c) particular aspects of requests predicted obtaining appropriate responses, which were almost always “on-task. “Implications of these findings for children’s acquisition of skills in peer-directed instructional groups are discussed.