A multiple baseline design indicated that prompting was effective in establishing tutoring behaviors among the children. By program end, all children were using corrective feedback, re-presenting questions, and employing contingent praise. Positive findings also were shown in academic, behavioral, and consumer satisfaction indices. (Author)

The article describes a program implemented in an elementary school in which normal children tutored their disabled peers. Among suggestions given for developing peer tutoring programs are the careful selection of participants, administration of pre-post achievement tests, and development of individualized objectives and activities. (SBH)

Examines the effectiveness of peer tutors as a means of facilitating the reading achievement of other children reading below their grade placement. (Author)

This paper presents the seven assessment instruments used by the Student Literacy Corps project at Fitchburg State College, Massachusetts, to document tutee progress and tutor assessment. The paper includes: (1) the Flippo Interest Inventory (for assessing tutee's attitudes toward reading); (2) instructions for the tutor to give to students on how…

A field test of "Guiding Older Children As Tutors," one of the four motivational-instructional procedures of Individually Guided Motivation (IGM), was used in two Milwaukee, Wisconsin schools. A total of 34 tutees, 22 tutors, and 24 adults participated in the field test during the 1972-73 school year. The field test objectives sought an increase…

In a study, underachieving fifth and sixth graders who were weak in mathematics tutored second graders who were also weak in mathematics, replacing their regular classroom teachers. Results show that both tutors and tutees had significantly improved in mathematics on standard achievement tests. (JN)

Argues that peer-assisted learning is a good option for teachers concerned with providing as much individual help as possible to their students. Describes one such peer tutoring program. (FL)

This study assessed effectiveness of peer delivered simultaneous prompting (SP) in teaching the expressive identification of community signs to four students with developmental disabilities. Results showed that the tutors delivered the SP reliably and tutees were able to expressively identify community signs. Tutees maintained acquired skills one…

This program, included in Effective Reading Programs . . . serves approximately 500 pupils in kindergarten through grade six who are eligible for Title I services. About 50 percent of the students are black and about 50 percent are white. Pupil selection is based on low reading capability as determined by test scores, pupil performance, or teacher…

A Chicago project used the concept of the extended Black family and the interdependence that exists within that relationship to develop a peer-group/cross-age tutoring program as a strategy for teaching and/or reinforcing reading skills. (Author)

A discussion of the implementation of peer tutoring programs in the elementary school with emphasis on the choice of tutor, tutor training, and supervision of the tutoring pair. Advantages of peer tutoring are outlined. (GO)

Cites personal experience and research which supports peer group work in spelling, noting this method provides an opportunity to create linkages between reading, writing, and spelling instruction. Suggests strategies for implementing an individualized spelling program. (NH)

Using the concepts of normalization, mainstreaming, and individualized instruction, a big brother/big sister program was developed in which 16 severely handicapped autistic children (4 to 15 years old) were tutored by nonhandicapped and educable mentally retarded elementary students. (CL)

"Tutor Huddle," a classwide peer-tutoring system, is described, and the results of a case study implemented to evaluate its operation are discussed. (MP)

A multiple baseline design was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for three high-functioning students with autism and their typical peers in integrated elementary classrooms. Results revealed increased reading fluency and reading…