A peer tutorial program in the basic sciences implemented at the University of Texas Medical Branch at Galveston is evaluated. The grades of students receiving peer tutorials were analyzed and questionnaires were mailed to each participant soliciting their evaluation of services received. Future cost-benefit evaluations are planned. (Author/MLW)

This article describes a method for writing instruction in which small groups of students meet to read and evaluate each other's writing. A five-day schedule for this "writing family" activity is outlined. (SJL)

It is proposed that the classroom communication methods most often used in foreign language instruction are unnatural and therefore limit learning. Students as well as teachers must be encouraged to ask questions, listen to other students, correct each other, and generally participate in the teaching process. (MSE)

The relationship between a hearing impaired boy with above average academic achievement and a learning disabled boy is discussed. Results showed that both children gained from the experience not only academically, but also in social development. (PHR)

Peer health education as a part of a health risk reduction program at Bowling Green State University is described. Peer health educators are students trained to facilitate the interpretation of other students' health risk Indexes and discuss health-related matters. (JMF)

A program of peer tutoring for language and speech handicapped primary English school children is described. Results showed that the program has promise as most children demonstrated improvement in conversational skills. (PHR)

Describes the techniques, including the use of a peer tutor and the language experience approach, that helped a 16-year-old nonreader learn to read. (MKM)

Reinforcement of appropriate student behavior in order to create peer role models is an effective disciplinary technique for physical education classes. (LH)

Data show that giving information to members of a group is more important in determining the perception by others that the person is facilitating group performance. Asking for information and opinions is more important in actual facilitation of group learning. Social-emotional support becomes important after initial phases of group interaction.…

The article describes a mainstreamed program for 19 educable mentally retarded students (ages 16 to 22 years) involving a tutoring staff of high school students. (PHR)

Human tutors can effectively individualize instruction. Peers, parents, and paraprofessionals can be used to provide immediate feedback to learners more effectively than programed instruction. (BD)

Recommends that beginning students of French who have particular difficulty with pronunciation be given an extra hour in which they can help each other, using a correction sheet, and also receive help from the teacher. (Text is in German.) (IFS/WGA)

Four preschool children with disabilities and four peers and were taught to take turns tutoring each other on academic skills. All subjects' academic responses increased after peer tutoring. Four of the children increased their social interaction, while the remaining students increased social interaction after a supplemental intervention was…

A study examined the impact of a peer-mediated intervention consisting of songs and finger plays, attention to photographs of desired behavior, and peer verbal cues, on two preschoolers with developmental delays. The intervention resulted in increases in engaged and on-task behavior, interactive play, and appropriate participation in circle/story…

Two repertory grids were elicited from each of eight British college students (including five peer facilitators). Initially, all rated self-expectations more important in learning. On the second grid of the peer facilitators, interaction with others was rated more important to learning. (Contains 26 references.) (SK)