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ERIC Number: EJ817518
Record Type: Journal
Publication Date: 2007
Pages: 23
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0014-4029
A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings
Stenhoff, Donald M.; Lignugaris/Kraft, Benjamin
Exceptional Children, v74 n1 p8-30 Fall 2007
Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds. (Contains 9 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001