{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1530"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1530","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Value of Peer Tutoring For Children With Learning Disabilities","abstract":"Statement of the Problem. The problem of this study was to answer the following question: What kinds of gains will two children with learning disabilities make in their word recognition skills when both children are involved in a peer tutoring program? Purpose. The purpose of the study was to assess the value of same-age peer tutoring when both children are functioning at common academic levels and share common disabling characteristics. Procedure. The subjects were male and were enrolled in a self-contained learning disability class. Each student was individually pretested prior to the six week study. For six weeks the boys participated in daily tutoring sessions designed to meet a weekly objective determined by the researcher. Before each session, the child who was the tutor met with the researcher to get directions for the day's activities. After the study period, the boys were individually posttested to determine any raw score changes. Results. Both subjects made gains in various areas of word recognition. The tutee showed more gains than did the child who was the tutor. Tutor-tutee relationships were not consistent throughout the study period.","abstract_html":"Statement of the Problem. The problem of this study was to answer the following question: What kinds of gains will two children with learning disabilities make in their word recognition skills when both children are involved in a peer tutoring program? Purpose. The purpose of the study was to assess the value of same-age peer tutoring when both children are functioning at common academic levels and share common disabling characteristics. Procedure. The subjects were male and were enrolled in a self-contained learning disability class. Each student was individually pretested prior to the six week study. For six weeks the boys participated in daily tutoring sessions designed to meet a weekly objective determined by the researcher. Before each session, the child who was the tutor met with the researcher to get directions for the day's activities. After the study period, the boys were individually posttested to determine any raw score changes. Results. Both subjects made gains in various areas of word recognition. The tutee showed more gains than did the child who was the tutor. Tutor-tutee relationships were not consistent throughout the study period.","abstract_has_math":false,"creators":["Berthot, Debra Kay"],"institution":null,"degree_name":"Master of Science in Education in Educational Administration","degree_level":"Masters","degree_discipline":"Counseling, Leadership, and Special Education","degree_department":null,"school":null,"contributors":["Bruce Turner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1978,"date_issued":"1978-05-01T07:00:00Z","date_published":"1978-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Educational Administration and Supervision"],"languages":[],"rights":["© Debra Kay Berthot"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/529","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bruce Turner"]},{"key":"dc:creator","label":"Author","values":["Berthot, Debra Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Leadership, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Debra Kay Berthot"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/529"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Statement of the Problem. The problem of this study was to answer the following question: What kinds of gains will two children with learning disabilities make in their word recognition skills when both children are involved in a peer tutoring program? Purpose. The purpose of the study was to assess the value of same-age peer tutoring when both children are functioning at common academic levels and share common disabling characteristics. Procedure. The subjects were male and were enrolled in a self-contained learning disability class. Each student was individually pretested prior to the six week study. For six weeks the boys participated in daily tutoring sessions designed to meet a weekly objective determined by the researcher. Before each session, the child who was the tutor met with the researcher to get directions for the day's activities. After the study period, the boys were individually posttested to determine any raw score changes. Results. Both subjects made gains in various areas of word recognition. The tutee showed more gains than did the child who was the tutor. Tutor-tutee relationships were not consistent throughout the study period."]},{"key":"dc:title","label":"Title","values":["Value of Peer Tutoring For Children With Learning Disabilities"]}]}],"canonical_facts":{"dc:contributor":["Bruce Turner"],"dc:creator":["Berthot, Debra Kay"],"dc:description.abstract":["Statement of the Problem. The problem of this study was to answer the following question: What kinds of gains will two children with learning disabilities make in their word recognition skills when both children are involved in a peer tutoring program? Purpose. The purpose of the study was to assess the value of same-age peer tutoring when both children are functioning at common academic levels and share common disabling characteristics. Procedure. The subjects were male and were enrolled in a self-contained learning disability class. Each student was individually pretested prior to the six week study. For six weeks the boys participated in daily tutoring sessions designed to meet a weekly objective determined by the researcher. Before each session, the child who was the tutor met with the researcher to get directions for the day's activities. After the study period, the boys were individually posttested to determine any raw score changes. Results. Both subjects made gains in various areas of word recognition. The tutee showed more gains than did the child who was the tutor. Tutor-tutee relationships were not consistent throughout the study period."],"dc:identifier":["https://bearworks.missouristate.edu/theses/529"],"dc:rights":["© Debra Kay Berthot"],"dc:subject":["Educational Administration and Supervision"],"dc:title":["Value of Peer Tutoring For Children With Learning Disabilities"],"thesis:degree_discipline":["Counseling, Leadership, and Special Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Educational Administration"]},"updated_at":"2026-07-24T03:15:29Z"}