The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grades 6 through 12: A Synthesis of the Literature

Autor/inn/en	Okilwa, Nathern S. A.; Shelby, Liz
Titel	The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grades 6 through 12: A Synthesis of the Literature
Quelle	In: Remedial and Special Education, 31 (2010) 6, S.450-463 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932509355991
Schlagwörter	Academic Achievement; Disabilities; Program Effectiveness; Peer Teaching; Special Education; Tutoring; Literature Reviews; Intervention; Journal Articles; Teaching Methods; Academic Accommodations (Disabilities); Classroom Environment; Evaluation Criteria; Secondary Education + Suchen Sie Ihr Suchwort? Schulleistung; Handicap; Behinderung; Peer group teaching; Peer Group Teaching; Special needs education; Sonderpädagogik; Sonderschulwesen; Förderkonzept; Nachhilfeunterricht; Journal article; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Sekundarbereich
Abstract	This synthesis examined the effects of peer tutoring on academic performance of students with disabilities in Grades 6 through 12. Twelve studies met all the criteria for this synthesis: (a) original studies, (b) published in peer-reviewed journals between 1997 and 2007, (c) investigated peer tutoring in special education students in Grades 6 through 12, and (d) implemented peer tutoring as an intervention and measured the effect on the academic outcomes of students with disabilities. Findings revealed that peer tutoring has a positive academic effect on students with disabilities in Grades 6 through 12, regardless of disability type. Peer tutoring was reported as effective for special education students in both general education and special education settings. Peer tutoring implemented across subject areas also showed positive academic effects. Each of the 12 studies implemented peer tutoring in at least one content area (e.g., language arts, math, science, and social studies). (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10