Peer-versus teacher-delivered instruction: Effects on acquisition and maintenance

Sally A. Miracle, Belva C. Collins, John W. Schuster, Jennifer Grisham-Brown

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Effects of peer versus teacher delivered individualized instruction when teaching basic sight words with a constant time delay procedure to secondary students with moderate/severe disabilities are compared. An adaptive alternating treatment design was used to assess differential effects of the two modes of instructional delivery. Results show that, while both modes of delivery are effective, teacher instruction was slightly more efficient than peer tutor instruction.

Original languageEnglish
Pages (from-to)373-385
Number of pages13
JournalEducation and Training in Mental Retardation and Developmental Disabilities
Issue number4
StatePublished - Dec 2001

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Biochemistry


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