Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency and reading comprehension dimensions (DF and COMP),…

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…

The authors consider the future of special education personnel preparation by responding to an overarching question: "What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future?" In answering this question, they summarize current trends in the context of…

This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min…

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…

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks.…

A multi-element cross-age tutoring program involved handicapped adolescents as tutors of elementary school handicapped children in areas of reading, language arts, and mathematics. Program evaluation results suggested that the program can be readily implemented in public school districts, and that it is effective in enhancing scholastic…

Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary…

Fifteen mildly retarded fifth and sixth graders were trained to tutor their nonhandicapped peers in sign language. Parent and peer reaction was positive, and the retarded students learned to become tutors. (CL)

Parent tutoring was found to be effective in raising the academic performance of elementary school children, and of particular benefit to emotionally disturbed children (affluent or disadvantaged) and to children from depressed areas. (KW)

First graders (N = 323) participated in an evidence-based classwide reading program (Peer-Assisted Learning Strategies; PALS). A dual-discrepancy approach was used to identify 56 children whose reading performance and growth rates were substantially below those of average readers, indicating they were not responding sufficiently to PALS. This…

Examined are teacher education priorities of a program whose goal was to have first grade teachers feel confident enough to retain learning disabled children in their regular public school classes. (GW)

Described is a study to evaluate the effectiveness of peer tutoring and evaluate effectiveness of tutor-tutee interaction involving 15 third, fourth, and fifth graders, all at least one year below grade level in oral reading, and who are divided into tutors, tutees, and controls. (DB)

Two experiments were conducted with a total of 30 learning disabled third grade children to examine the effects of tutoring location and teacher supervision on the efficacy of cross-age tutoring for LD children. (Author/DB)