Value of Peer Tutoring For Children With Learning Disabilities
type: CreativeWork
description: 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: 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.
author: Berthot, Debra Kay
keywords: Educational Administration and Supervision
date published: 1978-05-01T07:00:00Z
date modified: 2026-07-24T03:15:29Z
provider: Missouri State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Missouri State University