READING
Programmes that work
Peer-mediated
instruction
Peer mediation is an effective means of differentiated
reading instruction. Douglas and Lynn Fuchs discuss several
peer-mediated programmes for primary pupils that are
research-backed
FOR MORE THAN A DECADE, differentiated strategies; then pupils practise them on the
instruction has been one of the “it” phrases next section of text as the teacher tailors
in education. This is because it is recognised feedback through modelling, coaching,
by many as critically important; a strategy hints, and explanations. The teacher also
for accelerating pupil learning and for invites pupils to react to peers’ statements
celebrating their diversity. However, it is by elaborating or commenting, suggesting
diffi cult to accomplish. Despite enthusiasm other questions, requesting clarifi cations,
for the strategy, and occasional descriptions and helping to resolve misunderstandings.
of exemplary teachers, there is persuasive In the course of this guided practise, the
evidence that few classrooms truly teacher gradually shifts responsibility to
differentiate instruction. One promising the pupils for mediating discussions, as diffi culties) distributed evenly among them.
approach to differentiation is peer-mediated the teacher observes and helps as needed. The programme comes with its own materials,
instruction whereby children work together At this point, sessions become dialogues as well as detailed lesson plans for teachers.
to support each others’ learning. The between children as they support each other Each new reading text is introduced to
connection between peer-mediation and and alternate between prompting the use the class during a teacher-led activity, which
differentiated instruction is that peer- of a strategy, applying and verbalising that is followed by peer-mediated activities,
mediation represents an important re- strategy, and commenting on the application. including oral story reading and answering
organisation of the conventional classroom; of comprehension questions. For some of
an alternative to the “sage-on-stage” and
Decentralisation
these activities, pupils work in pairs rather
“stand-and-deliver” approach to learning
provides teachers (and
than in small groups. After the activity cycle,
and teaching; a decentralised learning pupils take individual quizzes, with team
environment. This decentralisation provides
pupils-as-teachers) with
rewards. Composition is also taught by the
teachers (and pupils-as-teachers) with
opportunities for customising
teacher and practised by pupils during a
opportunities for customising goals,
activities, support, and accountability that
goals, activities, support,
cycle of drafting and editing with feedback
from peers. Pupils accumulate points for
do not exist in more conventional classroom and accountability their team by being productive writers.
arrangements. Several studies of CIRC have demonstrated
Cooperative Integrated Reading and positive results for pupils with and without
Reciprocal Teaching Composition reading disabilities.
Palincsar and Brown’s Reciprocal Teaching is a A well-researched example of a co-operative
small-group intervention designed to improve learning programme is Stevens, Madden, Classwide Peer Tutoring
low achievers’ reading comprehension. It is Slavin, and Farnish’s Cooperative Integrated Delquadri et al’s Classwide Peer Tutoring
usually considered appropriate for children Reading and Composition (CIRC). This (CWPT) activities facilitate learning by
in Key Stages 2 and 3, rather than younger programme replaces all usual reading and allowing pupils ample practice in a fast-
primary-age children where its effects are less composition activities for pupils aged seven paced, supportive context with immediate
clear. The programme has popularised the to eleven. It relies on teamwork, with group corrective feedback. At the beginning of each
notion that reading comprehension can and rewards that are dependent on a team score week, pupils are paired randomly with a new
should be taught explicitly. refl ecting all members’ achievement. The partner and given lists of spelling words,
Pupils read expository material paragraph team whose members obtain the highest simple mathematical problems and reading
by paragraph, and while reading learn average on individual weekly quizzes is assignments from their basal text. For a few
and practise how to generate questions, declared classroom “team of the week.” minutes each day, partners alternate roles of
summarise, clarify word meanings and CIRC encourages mutual helping among tutor and tutee, asking each other questions
confusing text, and predict subsequent team mates so that all learn. Pupil groups are and reading aloud. The pairs earn points for
paragraphs. In the early stages of Reciprocal deliberately heterogeneous with high- and correct answers, reading without errors, and
Teaching, the teacher models these low-achievers (including pupils with learning correcting their mistakes. Each pair is also
18 Better: Evidence-based Education spring 2009
Better Spr09 pp18-19 Peer-mediated.indd 18 20/4/09 09:19:01
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