Two experiments compared cross-age and peer tutoring interventions within special education settings. In experiment 1, 47 elementary age learning and/or behaviorally disordered (LD/BD) students acted as tutors of younger LD and BD students. In experiment 2, 31 same-age LD and BD students alternated tutor and tutee roles. In both experiments,…

Cross age tutoring is the subject of this document. In this teaching method, secondary school students tutor elementary students in basic skills. The goal is to enhance the learning and motivation of the tutors, in contrast to the practice in which the learning of the tutee is the primary focus. This document, one of a series of seven on this…

A program in which mentally retarded persons are trained to tutor their peers is described. Considered are selection and training aspects of such a program, and emphasized is the importance of the relationship between tutor and student. Tutors are explained to learn principles of establishing specific plans and keeping basic records. (CL)

Four third-grade male students with behavior problems were given tutoring sessions by sixth-grade tutors either contingent on or not contingent on classroom on task behavior. Contingent tutoring always produced improved on-task behavior, while noncontingent tutoring did not, suggesting that tutoring was an effective reinforcer. (Author/DB)

The article synthesizes results of studies dealing with cross age and peer tutoring in special education, noting both tutor and tutee benefits (academic and personal/social). Implications for instruction are noted. (CL)

Reviews ERIC materials dealing with effective tutoring programs. (FL)

Reviews several programs using students as tutors of younger students. Also lists sources of materials for use in such programs. (TO)

Home schoolers have much to offer their school board and administrator colleagues. Parents who teach their children at home can offer lessons in the following: (1) children setting their own reading goals and achieving them; (2) using vertical age grouping in instruction; (3) children forming friendships with adults; and (4) using student…

Offers an overview of research findings on peer and cross-age tutoring, including what elements of reading are amenable to tutoring, the effects of the age and ability of tutors, gender pairing, and tutor training. (SR)

This article summarizes the literature on peer, cross-age, and reverse-role tutoring as an intervention with students with learning disabilities, discusses the effects of reverse-role tutoring on reading achievement and perception of self-worth of tutors, and outlines critical components necessary for a successful tutoring project. (Author/JDD)

To pilot a peer literacy program, a pretest-posttest study was conducted involving seventy (70) students from Arellano High School as tutees and 12 De La Salle University-Manila College of Education students as reading tutors. Though the results suggest the lack of impact of the Program on the Reading Grades of the tutees, the tutors' journals…

The need to decrease the number of students repeatedly receiving after-school detentions was addressed by the implementation of the Peer Assisted Learning (PAL) program. The PAL program is based on the premise that students act out because they desire power. The program gave students power over tutoring situations by having input into planning for…

Forty eighth-grade students, all failing math, were divided into a control group and an experimental group. Control group received traditional treatment. Experimental group met with trained older peer tutors twice a week. Results indicate that experimental group improved significantly while control group did not. (HMV)

Peer tutoring recognizes that a pupil is in reality three individuals: the pupil he is, the one he himself perceives, and the one others see. Such a program is beneficial to students, teachers, parents, and administrators. (Author/IRT)

The purpose of this study was to conduct an ecological study of a self-contained classroom of 8-, 9-, and 10-year-olds in order to: (1) define various techniques through which students offer help to and receive help from peers; (2) identify the types of situations under which these different types of peer helping relationships are likely to occur;…