The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity
Abstract
The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.
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Citations
Cites
The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
BLOOM, B. S. (1984) · Educational Researcher · doi:10.3102/0013189x013006004 · Cited by 2,734
Educational Outcomes of Tutoring: A Meta-analysis of Findings
Cohen, P. A., Kulik, J. A., & Kulik, C.-L. C. (1982) · American Educational Research Journal · doi:10.3102/00028312019002237 · Cited by 1,138
Cited by
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.2.223 · Cited by 837
Chard, D. J., Vaughn, S., & Tyler, B.-J. (2002) · Journal of Learning Disabilities · doi:10.1177/00222194020350050101 · Cited by 608
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009) · Review of Educational Research · doi:10.3102/0034654308325998 · Cited by 599
The Prevention of Reading Difficulties
Torgesen, J. K. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(01)00092-9 · Cited by 580
Metadata
- Authors
- Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1997
- Volume
- 34
- Issue
- 1
- Pages
- 174
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2117821132
- Cited by
- 661
- References
- 2
- FWCI
- 27.64
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
