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Peer reviewed Peer reviewed
ERIC Number: EJ545455
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity.
Fuchs, Douglas; And Others
American Educational Research Journal, v34 n1 p174-206 Spr 1997
Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used. (SLD)
Descriptors: Control Groups, Elementary Education, Elementary School Students, Inclusive Schools, Individual Differences, Instructional Effectiveness, Intervention, Learning Disabilities, Learning Strategies, Low Achievement, Mainstreaming, Peer Teaching, Reading Achievement, Tutoring
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Research supported in part by Grant No. H023E90020 from the Office of Special Education Programs and Core Grant HD-15052 from the National Institute of Child Health and Development. Portions of the paper presented at the 1993 and 1994 Annual Meetings of the American Educational Research Association.