Peer Tutoring of Below Average Secondary School Readers Using Pause, Prompt, and Praise: The Successive Introduction of Tutoring Components

Five tutor-tutee pairs of 13-year-old students who were below average in reading participated in a program of remediated reading using the Pause, Prompt, and Praise procedures. Whereas previous research has shown that these procedures can be learned concurrently by peer tutors, this study showed that the procedures can also be learned successively. Data indicate that the five tutors readily learned to implement all components of the procedure, and that both tutors and tutees made major gains in reading accuracy and comprehension.