Peer Tutoring in Arithmetic for Children with Learning Disabilities.

Beirne-Smith, Mary

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Peer reviewed

ERIC Number: EJ425681

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

EISSN: N/A

Peer Tutoring in Arithmetic for Children with Learning Disabilities.

Beirne-Smith, Mary

Exceptional Children, v57 n4 p330-37 Feb 1991

Twenty primary-aged students with learning disabilities were tutored by nondisabled students in grades 3-6. Tutored students' performance on single-digit addition facts improved compared to a no-treatment control group. There were no significant differences between two tutoring procedures: a counting-on approach and a rote-memorization approach. (Author/JDD)

Descriptors: Arithmetic, Computation, Elementary Education, Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Memorization, Peer Teaching, Performance, Performance Factors, Rote Learning, Student Improvement, Teaching Methods, Tutoring

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: https://ies.ed.gov/ncee/WWC/Study/89817

IES Cited: ED504995; ED512029