ERIC Number: ED331631
Record Type: RIE
Publication Date: 1991-Feb
Using Peer Tutoring as a Form of Individualized Instruction for the At Risk Students in a Regular Classroom.
This practicum report describes a primary school teacher's use of peer tutoring as a form of individualized instruction for at-risk students in a regular classroom. Targeted students were four 2nd graders and four 3rd graders who did not produce the quantity of work required but scored too high on psychological tests for placement in special programs. These students also scored below the 35th percentile in reading on the California Test of Basic Skills. Peer tutors were selected, trained, and supplied with a variety of tutoring materials. Students were pretested with a measure from the Basal Reading Magazine. Learning activites, such as working in matched pairs on daily assignments and applying critical thinking skills to reading activities, were implemented. Students studied reading with peer tutors 30 minutes each day for 12 weeks. When the students were posttested with the pretest measure, they scored between 95 and 100 percent on the posttest. Appendices provide related material, such as a student attitude survey and three brief tests of basic reading skills. Twenty-eight references are listed. (RH)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: M.S. Practicum, Nova University.