A field experiment in peer tutoring was conducted with college students to test a theoretical model that attached greater desirability to be the tutor than the tutee and to be in an equitable (status congruent) rather than inequitable relationship. Results supported the model. (Author/JKS)

Describes the Active Reading Techniques System (ACTS), developed at Ohio State University as an instructional system for use by tutors of adult learners. ACTS consists of five techniques, each of which are described separately: Language Experience Technique, Information Reading Technique, Life-Skills Technique, Context Clues Technique, and Silent…

Discusses why writing centers are concerned about plagiarism, how this concern has influenced writing center pedagogy, and whether this concern has been counterproductive to student learning. (RS)

Examines the oral interactions between four different undergraduate writers and four different graduate student tutors. Results indicate that the interactions have characteristics of peer and classroom interaction, that they are less clearly oriented than teacher-student conferences, and that they cannot really be considered peer group talk. (RS)

Fifteen high school peer tutors and 15 normal "special friends" interacted daily for a semester with nine severely disabled students. Comparison of the two groups on attitudes and social behavior indicated that, in general, serving as a peer tutor was equivalent to serving as a special friend. (Author/DB)

The study measured the interactive values of peer tutoring and structured interaction activities on the rate and type of social initiations (cooperative or instructional) of nonhandicapped peers (N=4) toward students with autism (N=4). Results showed that structured interaction activities produced the highest rates of cooperation initiations.…

The Pause, Prompt, and Praise method of tutor training has been used successfully to train older children and parents to provide remedial reading instruction. Tips for putting together a cross-age tutoring program are given. (MT)

Communicative adjustments of nonhandicapped preschool children addressing developmentally delayed companions were evaluated for their effectiveness and appropriateness. Behavior-request episodes in which initial failure had occurred were analyzed, and sequences of interactions were tracked within episodes until some form of resolution was…

To investigate ways computers promote social skills and esteem, the first author met weekly with a small group of learning disabled high schoolers around the computer. The most positive results occurred when students were given a chance to share their computer skills with others through a tutoring program. (Author/CL)

Reports on a program that used older adults to tutor children in reading. Finds that the children made significant gains in reading as a result of the program. (FL)

Differences among female tutors (n=80), aged 9 to 11, were examined in two ways: (1) using contrasts between same-age and mixed-age tutors; and (2) with separate contrasts, for the 11-year-old tutors, according to the ages of their tutees. (PN)

The case study of a third-grade learning disabled boy demonstrates effectiveness of meaning-centered tutoring involving observation, reading to S, and hearing the S language experiences. (MC)

The utility of incorporating student tutoring and proctoring into teacher training packages, as well as the degree of explicitness of instruction required by tutors, was assessed. (Author)

Eight rules that tutors should follow are given. (DT)

Tutoring, as defined for this tipsheet, is a student-driven interaction in which a tutor is enlisted to explain and clarify academic content and/or instructions to a deaf or hard-of-hearing student. It is assumed that the tutor is not fluent in the use of sign language, the student's primary mode of communication is signed communication, tutoring…