Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring
✍ Scribed by Thomas E. Scruggs; Russell T. Osguthorpe
- Publisher
- John Wiley and Sons
- Year
- 1986
- Tongue
- English
- Weight
- 516 KB
- Volume
- 23
- Category
- Article
- ISSN
- 0033-3085
No coin nor oath required. For personal study only.
✦ Synopsis
In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (ED) students acted as tutors of younger LD and BD students. In Experiment 2, same-age LD and ED students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are given.
Within the last decade, the use of tutoring programs involving special education students has been investigated (see Scruggs, Mastropieri, & Richter, 1985; and Scruggs & Richter, in press, for reviews). Frequently, special education students have been used as tutees in such interventions (e.g.