Reviews the procedures and outcomes of ten different peer tutoring projects. The evidence reviewed suggests that peer tutored paired reading accelerates children's reading progress, with peer tutors gaining more than the children who receive tutoring. (Author/JDH)

A peer tutoring spelling game using social and token reinforcement, team competition, distributed practice, and error correction resulted in dramatically improved spelling performances by six learning disabled third graders. Eighteen average peers also benefited, although not to the same extent. (CL)

Ten nonhandicapped 3-5 year olds were taught to help instruct six autistic-like classmates. When compared to controls, the nonhandicapped helpers engaged in less disruptive behavior and equal amounts of on-task language and peer interaction. Treatment gains for autistic-like Ss' positive peer interactions were equivalent to levels exhibited by…

The author describes a project in which disabled students are trained to tutor nondisabled students. The advantages of such an approach are considered. Tutoring is described in resource rooms, total class approaches, and as a "ripple" model which begins small and expands. (CL)

Research support for peer tutoring with handicapped students is cited, critical components of successful programs described (including mastery learning, tutor training, and staff and administrative support), and considerations in implementation for elementary and secondary settings addressed. (CL)

A classwide peer tutoring procedure stresses team competition and within-team cooperation and promotes social behavior in elementary children. Examples of the structural tutoring approach are given. (CL)

The article presents a four-step intervention model to both improve the social skills of socially isolated (often handicapped) children as well as improve peer attitudes. Use of the model with 6 autistic-like preschool children and 10 normal peers resulted in autistic Ss achieving positive interacton within the normal range. (DB)

Reports a program, a modification of the "paired-reading" technique of Morgan and Lyon, which involved both concurrent modeling of correct reading and praise for reading independently by peer tutors. (Author/NH)

A peer training strategy featuring direct prompting and modeling and involving 16 nonautistic peers (five-eight years old) resulted in immediate and substantial increases in peer trainers' interactions with their four autistic tutees. All four autistic Ss substantially increased their responsiveness to the peer trainers. (CL)

Indicates that three provisions should be made possible for gifted students: (1) freedom to move through the course at an accelerated speed, (2) opportunity for application of abstract thinking, and (3) tutorial and audit activities for using special talents. (JOW)

The Whisman Language Tutor program, a 10-level continuum of language acquisition developed to guide the teaching of syntactical structures through commands and questions, has successfully used learning disabled students as tutors for their non-English speaking peers. (CL)

Annotates 11 articles that display the multiple benefits an effective writing center program provides for the entire academic community. (HOD)

Recounts a teacher's experience using a junior year student in a freshman remedial reading and writing course. Gives some qualifications to look for in a classroom aide. (HTH)

Gifted students and high achievers form the most neglected group of students in public education; meeting their capabilities requires more than can be provided in today's regular classroom. (MM)

Suggests that facilitating effective collaboration among students requires more than urging students to work together well. This article further suggests that professors should carefully consider their method of forming groups and their process of training students to work effectively within groups. (SWM)