Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized…

Sixty-one normally achieving and at-risk fifth-grade students (of whom three had learning disabilities), in three classrooms, were taught two 5-week science units via experimental or control conditions in which treatment order and unit of instruction were counterbalanced. In the control condition, students received typical instruction, with…

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…

Twenty-four empirical investigations of tutoring interventions were evaluated. Although all authors favored their use, equivocal results were reported. Particularly weak were substantiated reports of social benefits to tutors or tutees. Methodological problems associated with such research in field settings are discussed, and implications for…

The study examined effects of tutoring lower functioning students on 12 behaviorally disordered students tutors (third through fifth grades). Although anecdotal reports strongly favored tutoring, all objective measures (i.e., absences, disciplinary referrals, achievement test performance, behavior rating scales) failed to indicate behavior change…

A review of 17 studies on tutoring behaviorally disordered students revealed that tutoring can have a positive effect on both the tutor's and the tutee's academic achievement and can increase social relations of the tutoring dyad as well as attitudes toward content area. However, ancedotal reports of improved general social functioning, are not…

Twenty-four empirical investigations of tutoring interventions with learning disabled students were evaluated. Although all authors favored tutoring, equivocal results were reported with few substantiated reports of social benefits to tutors or tutees. Methodological problems associated with such research in field settings are identified. A chart…

Two experiments compared cross-age and peer tutoring interventions within special education settings. In experiment 1, 47 elementary age learning and/or behaviorally disordered (LD/BD) students acted as tutors of younger LD and BD students. In experiment 2, 31 same-age LD and BD students alternated tutor and tutee roles. In both experiments,…

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)

Presents a model of empirically supported instructional strategies for optimizing the mainstreaming of mildly handicapped students. Argues that such a model must account for the actual characteristics of mainstreamed students rather than the categorical designation applied to such students. The model is described within an overall model of…