Volume 23, Issue 1 (1994)
The Efficacy of Peer Tutoring in Reading for Students With Mild Disabilities: A Best-Evidence Synthesis
Patricia G. Mathes, Lynn S. Fuchs
This review sought to examine the research literature on peer tutoring in reading for students with disabilities using the methodology of best-evidence synthesis (Slavin, 1986). Eleven studies that met the criteria set forth for this review indicated that peer tutoring can be effective in reading for students with disabilities. Peer tutoring was found to have an overall effect size of .36 and to be more effective than typical reading instructions regardless of setting. Peer tutoring was not, however, more effective when contrasted to other, teacher led interventions, such as one-to-one teacher tutoring or teacher-led small group instruction following a model of effective teaching. Treatments in which (a) students with disabilities were paired with normally achieving peers and (b) that allowed students with disabilities to serve in the role of tutor, at least some of the time, consistently produced strong effect sizes and significant findings.
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