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In a longitudinal, experimental field trial that spanned Grades 1 to 4, we reported that changes in classroom processes produced by the Class Wide Peer Tutoring (CWPT) Program covaried with statistically and educationally significant levels of growth in at-risk students' academic achievement assessed on the Metropolitan Achievement Test (Greenwood, 1991; Greenwood, Delquadri, and (c) realized significantly fewer group members placed into special education programs between first and sixth grade who had also received less restrictive services. Comparisons between the CWPT and index groups indicated that the CWPT group performed as well as the index group on approximately one-half of the comparisons made. The implications of these findings for both prevention and for prereferral intervention in the regular education program are discussed.
Greenwood et al. (Wed,) studied this question.