Research on the effectiveness of cross-age tutoring is presented and specific applications with disadvantaged and learning disabled students noted. Reasons for success are cited, including greater personalization and strengthened ego strength and self-esteem of both tutors and tutees. (Author/CL)

This paper focuses on children helping children through peer and cross-age tutoring with special emphasis for programs serving the student remedial or special education setting. The historical roots of peer and cross-age tutoring are discussed. Explanations of the nature of the tutorial experience are presented, along with a discussion of the…

This paper examines research on peer mentoring programs, highlighting their benefits and noting conditions and components of successful programs. Research shows that elementary peer mentoring programs can increase the use of critical thinking skills, interpersonal skills, and conflict resolution skills. Studies also highlight the benefits of…

The article synthesizes results of studies dealing with cross age and peer tutoring in special education, noting both tutor and tutee benefits (academic and personal/social). Implications for instruction are noted. (CL)

Research has shown that well-designed tutoring programs that use volunteers and other nonprofessionals as tutors can be effective in improving children's reading skills. Students with below-average reading skills who are tutored by volunteers show significant gains in reading skills when compared with similar students who do not receive tutoring…

Tutoring's academic and emotional benefits for exceptional students are outlined. This is suggested as a method for secondary schools to meet the Least Restrictive Environment (LRE) and Individual Education Plan (IEP) provisions of PL 94-142. (SJL)

Implications of social psychological theory and research, particularly in the area of social influence, are examined to provide a theoretical foundation for cross-age tutoring programs. Areas discussed include the effectiveness of various bases of social influence and the effects of tutoring programs on students, tutors, and teachers. (Author/SJL)

The literature concerning tutoring in the elementary schools was surveyed and evaluated to determine the relative effectiveness of two types of programs--peer and cross-age tutoring. Studies involving each type of program were analyzed separately and effectiveness was judged by the gains in reading achievement experienced by both tutors and…

This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and other minority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a…

This article presents an updated research synthesis on the use of students with emotional or behavioral disorders as tutors and/or tutees. Thirty-eight studies from 1972 to 2002 were identified in which students with emotional or behavioral disorders served as tutors and/or tutees in order to teach their peers a variety of academic and social…

Different forms of peer tutoring within college and universities are described and compared for effectiveness, including cross-year and same-year small-group, individualized, supplemental, diadic, reciprocal, fixed-role, writing process, and distance tutoring. Three methods are found to be widely used, demonstrated effective, and meriting expanded…