ERIC Number: ED255017
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Reverse-Role Tutoring: The Effects of Handicapped Students Tutoring Regular Class Students.
Osguthorpe, Russell T.; And Others
Two studies investigated effects of programs in which handicapped students tutored regular class students. In study 1, 39 fourth to sixth grade learning and behaviorally handicapped students tutored regular class first graders in reading. In study 2, 17 intellectually handicapped students tutored regular class peers in sign language. Comparing tutors' performance with that of other handicapped students in appropriate comparison groups, results showed that tutors scored higher on reading achievement (study 1) and experienced more social acceptance (study 2) than students who did not tutor. While measures of general self-esteem were similar for both tutors and nontutors, tutors in study 1 scored higher on specific subscales assessing their perception of ability in reading/spelling and general academic ability. Results suggested that handicapped students would make more academic and personal/social progress if they were to spend some regularly scheduled time tutoring other students from the regular classroom. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Brigham Young Univ., Provo, UT. David O. McKay Inst. of Education.
Identifiers: Reverse Role Tutoring
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Parts of the document have light and broken print. For a related document, see EC 172 077.