A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings

Document Type

Article

Journal/Book Title/Conference

Exceptional Children

Volume

74

Publication Date

2007

First Page

8

Last Page

31

Abstract

Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.

Comments

Originally published by the Council for Exceptional Children.

Publisher’s PDF available to USU students and faculty through remote link.

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