Volume 22, Issue 3 (1993)
Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference?
Lauren Rio Heller, John W. Fantuzzo
The present study examined the effects of the Reciprocal Peer Tutoring (RPT) intervention and a parent involvement intervention on the mathematics achievement of academically at-risk school-age students. A total of 84 fourth and fifth-grade students evidencing poor performance in mathematics were selected. Students were assigned randomly to three conditions: RPT plus Parent Involvement (PI), RPT Only, and Control. Findings indicated that students who received RPI’ plus PI displayed higher levels of accurate math computations on the curriculum-based measure than either RPT Only or Control students and that students in the RPI’ Only condition had higher scores than Control students. On the standardized measure of math computation, students in the RPT plus PI and RPT Only conditions had higher scores than students in the Control condition. School adjustment measures showed that students in the RPT plus PI received higher teacher ratings of positive academic and social behaviors than Controls. Students involved in both RIT conditions perceived themselves as more socially confident with peers than did Controls. Implications of these findings and data about treatment integrity and teacher, student, and parent satisfaction are discussed.
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