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ERIC Number: EJ904256
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0741-9325
The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grades 6 through 12: A Synthesis of the Literature
Okilwa, Nathern S. A.; Shelby, Liz
Remedial and Special Education, v31 n6 p450-463 Nov-Dec 2010
This synthesis examined the effects of peer tutoring on academic performance of students with disabilities in Grades 6 through 12. Twelve studies met all the criteria for this synthesis: (a) original studies, (b) published in peer-reviewed journals between 1997 and 2007, (c) investigated peer tutoring in special education students in Grades 6 through 12, and (d) implemented peer tutoring as an intervention and measured the effect on the academic outcomes of students with disabilities. Findings revealed that peer tutoring has a positive academic effect on students with disabilities in Grades 6 through 12, regardless of disability type. Peer tutoring was reported as effective for special education students in both general education and special education settings. Peer tutoring implemented across subject areas also showed positive academic effects. Each of the 12 studies implemented peer tutoring in at least one content area (e.g., language arts, math, science, and social studies). (Contains 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A