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ERIC Number: ED345459
Record Type: RIE
Publication Date: 1991-Dec
Pages: 7
Abstractor: N/A
Reference Count: N/A
Peer Tutoring: When Working Together Is Better Than Working Alone. Research & Resources on Special Education, Number 30.
Warger, Cynthia L.
Research has shown that when peer tutoring is used as an instructional procedure, student test scores increase and failure is rare. Research has also shown that not only tutees gain academically but also that tutors tend to gain in both academic and social outcomes. Moreover, teachers can implement the technique efficiently and cost effectively. Variations of tutoring approaches manipulate the following three key variables: age, location, and ability level. Regardless of the form of tutoring, at its core is the principle of opportunity to respond. One model is classwide peer tutoring, which has proved effective in increasing the academic performance of students with mild disabilities both in general and self-contained classrooms. Classwide peer tutoring actively involves an entire class of varying ability levels and provides immediate feedback to all students simultaneously. Some of the strategies that help make peer tutoring work in the classroom are providing feedback, supervising, training tutors, and using the technique regularly. Some problems involved in implementing classwide peer tutoring include the need to settle minor disputes, check student point calculations, and develop student materials. Topics for future research are outlined. (21 references) (JDD)
Council for Exceptional Children, Publication Sales, 1920 Association Dr., Reston, VA 22091 ($1.00 each, minimum order of $5.00 prepaid).
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Authoring Institution: ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA. ERIC/OSEP Special Project.
Identifiers: N/A