ERIC Number: ED070029
Record Type: RIE
Publication Date: 1972-Sep
Reference Count: 0
Learning Through Tutoring: Low-Achieving Childern as Tutors.
Allen, Vernon L.; Feldman, Robert S.
Low-achieving fifth-grade children either taught a third grader or studied alone for a series of daily sessions. At the end of the two-week period, the low-achievers' performance was significantly better in the tutoring condition than in the studying condition. This showed a reversal in the direction from the initial difference between conditions. There was no differential effect on tutees of being taught versus studying alone. Results suggest that serving as a tutor may be a particularly useful method for enhancing the academic performance of low-achieving children. (Author/WS)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.