Behavioural peer tutoring: training 16-year-old tutors to employ the 'pause, prompt and praise' method with 12-year-old remedial readers

Kevin Wheldall, Paul Mettem

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)


Eight 16-year-old, low achieving pupils were trained to tutor reading using the ‘Pause, Prompt and Praise’ method. The effectiveness of training such tutors was investigated through a tutorial programme in which these eight older pupils tutored eight 12-year-old remedial children who were retarded in reading. The programme consisted of 24 tutorial sessions conducted over eight weeks. Two matched control groups of remedial readers were also included in the experiment. One consisted of eight pupils tutored by a group of eight untrained tutors who tutored during the same sessions using the same materials. The second control group consisted of a third group of remedial readers who read silently, without a tutor. The experimental group of tutees, who had a mean pre-test reading age of 8 years 4 months, made a mean gain of 6 months in reading accuracy by the end of the programme. The tutees of control group I who had received tutoring from untrained tutors made a mean gain of 2.4 months. The pupils of control group II who read silently without a tutor made a mean gain of.8 months. Analysis of covariance showed the gains of the experimental group to be statistically significantly different from the gains of the two control groups.

Original languageEnglish
Title of host publicationBehaviour analysis in educational psychology
EditorsKevin Wheldall, Frank Merrett, Ted Glynn
Place of PublicationLondon
PublisherCroom Helm
Number of pages18
ISBN (Electronic)9781351755856, 9781351755849, 9781315192697
ISBN (Print)0709936893, 9781138723900, 9781138724068
Publication statusPublished - 1986
Externally publishedYes

Publication series

NameRoutledge library editions: psychology of education

Bibliographical note

1st published 1986, eBook published 2017.
All articles were originally published in the journal 'Educational Psychology'
1981—1985, published by Carfax Publishing Company and are copyright Journals
Oxford Ltd


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