Date of Award:
5-1985
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Psychology
Committee Chair(s)
Glendon Casto
Committee
Glendon Casto
Committee
Margo Mastropieri
Committee
Thomas Scruggs
Abstract
Tutoring has been used as an instructional method for many years. Reviewers have made narrative conclusions that tutoring has many academic, social, and emotional benefits for the tutor and tutee.
This study applied meta-analysis techniques to studies in which learning disabled, behaviorally disordered, or intellectually handicapped elementary and secondary school students were used to tutor academic content material to handicapped tutees. It was found that the experimental subjects made greater gains on the academic material than the control groups. Gains on social/emotional measures were minimal. Various research design and tutoring intervention characteristics were examined for their influence on tutor and tutee performance.
Checksum
d1fed2ac10590998eae4d7d7aa77a9f9
Recommended Citation
Cook, Stephen Blaine, "Handicapped Tutors and Tutees: A Meta-Analysis of Critical Variables" (1985). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 5957.
https://digitalcommons.usu.edu/etd/5957
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