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Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptionality, 2011
This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild…
Descriptors: Mild Disabilities, Grade 7, Instructional Effectiveness, Mnemonics
Berkeley, Sheri; Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E. – Remedial and Special Education, 2011
This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and…
Descriptors: Reading Comprehension, Grade 7, Social Studies, Middle School Students
McDuffie, Kimberly A.; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptional Children, 2009
Differential effects of a peer-tutoring intervention on the academic achievement of 203 7th-grade science students with and without disabilities in co-teaching and non-co-teaching settings were examined over an 8-week period. Impact of peer tutoring was assessed using a 2 condition by 2 settings by 2 types of students analysis of covariance with…
Descriptors: Intervention, Peer Teaching, Tutoring, Teaching Methods