Detailed interviews with four volunteer tutor/student pairs at the Stow Hill Adult Literacy Centre in Newport (England) found that peer tutoring substantially increased student confidence and reduction of anxiety about literacy problems and negative schooling experiences. Tutors also learned from the experience. (SK)

A component analysis of the reciprocal peer tutoring (RPT) strategy was performed in a study involving 70 female and 30 male undergraduates. Results support the RPT strategy of pairing students in a reciprocal tutor/tutee relationship. Implications for teaching practice are discussed. (SLD)

Describes the author's reflections as she tutored three first-graders in writing, focusing on how she and one student both expanded beyond restricting ideas of what they were to do. (SR)

Presents a play tutoring strategy for integrating young developmentally delayed children into play with nondelayed peers. The method used simplifies sociodramatic play through the use of play formats. (RJC)

Examines the impact of one-on-one tutoring on the reading abilities of students with high listening comprehension scores. Concludes that there is no confirmation that listening comprehension is a reliable indicator of capacity level for students whose listening comprehension scores are above their expected grade placements. (RS)

Examines the advantages and disadvantages of peer tutoring and Paired Reading, a program of structured pair-work between children with different reading abilities. Claims these methods have great potential for cooperative learning, and emphasizes that good organization by the teacher is essential. (MM)

Relates the process of tutoring a gifted high school student. Asserts that his problems are not unique: bright students often have the same difficulty learning from expository text as average or below average students, and they can be as disorganized as everyone else. Suggests that high schools should offer instruction in content area reading.…

Describes how graffiti is a useful analogy providing a fresh source of power for reimagining the function and purpose of writing centers. Explains the necessity of defining writing centers as a subculture. Identifies a distinct writing center discursive style that mediates between official classroom pedagogy and unofficial writing center praxis.…

A systematic process for planning, implementing, and maintaining peer-tutoring interventions is presented. Academic and social benefits of peer tutoring are briefly documented. The process includes four components: planning, training, monitoring/evaluation, and problem solving. (DB)

Provides guidelines on the recruitment, training, and support of volunteer tutors and their students, drawing on the Student-Centered Individualized Learning model developed by Frontier College in Canada. The guidelines are intended for both community organizers and education professionals. (six references) (Author/LB)

Qualitative analyses of weekly journal entries and final examination essays of college peer tutors (n=29) showed that students who benefited most from experience of tutoring expressed more understanding of interpersonal dimension of tutoring, seemed to be more flexible problem solvers, and expressed more satisfaction about resolving conflicts than…

Describes an intelligent assessment system for numeric disciplines that works in conjunction with the intelligent tutoring tools developed by Teaching and Learning Technology (TLTP) Byzantium, a consortium of six U.K. universities. Topics include intelligent tutoring tools based on cognitive apprenticeship framework, a history of computerized…

Notes that writing centers use computers for computer-assisted instruction and word processing. Suggests that as the field moves towards the social in its scholarship and its writing technologies, writing centers might look towards e-mail for new forms of tutor-student collaboration. Describes an experiment with e-mail tutoring. Explores…

Discusses the need for dialog in distance education programs, based on the results of empirical research. Highlights include dialog and the construction of meaning; dialog and text design; student characteristics and preferences for dialog; dialog through tutorial support; and the relationship between autonomy, learner characteristics, materials…

Describes what reading coaches do (provide literacy enrichment without emphasizing the diagnostic and intervention aspects of reading), how this differs from reading tutors, and how reading coaches can help with literacy development in schools. Discusses activities for reading coaches, and benefits of a reading coach program. (SR)