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Download full textYawn, Christopher D. – Journal of Special Education Apprenticeship, 2012
This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of…
Descriptors: Academically Gifted, Peer Teaching, Tutoring, Reading Instruction
