The present review examined the effectiveness of three peer tutoring programs: cross-age peer tutoring, Classwide Peer Tutoring (CWPT), and Peer-Assisted Learning Strategies (PALS), for elementary students in the academic areas of math and reading. The research reviewed indicates students who participated in cross-age peer tutoring and CWPT had improved test scores on basic math facts as well as increased math scores on standardized assessments. Students also showed improvement in reading fluency, reading comprehension, spelling, and reading level after participating in cross-age peer tutoring and CWPT. High-, average-, and low-achieving students as well as students in special Ill education benefitted from these peer tutoring programs. In addition, both tutors and tutees received benefits from the tutoring programs, although fewer studies examined outcomes for tutors. Although cross-age peer tutoring, and CWPT resulted in mostly positive outcomes, this was not the case for the PALS program. Students participating in this program demonstrated little change from pre- to post-assessment. Since the PALS studies were better designed with tighter experimental control, it is less likely results were due to another variable. The cross-age and CWPT studies lacked the tight experimental control of the PALS studies.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-7272 |
| Date | 01 May 2004 |
| Creators | Gee, Melinda |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact digitalcommons@usu.edu. |
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