NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1127874
Record Type: Journal
Publication Date: 2012-Apr
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2167-3454
Effects of Gifted Peers Tutoring Struggling Reading Peers
Yawn, Christopher D.
Journal of Special Education Apprenticeship, v1 n1 Apr 2012
This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of the students who received tutoring increased their reading rates and that most made gains pretest to posttest on a standardized measure. Additionally, the tutors demonstrated that they were able to implement the DI program with fidelity and proved to be effective instructors.
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A