Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure

被引：16
|
作者：
Menesses, Keri F. [1 ]
Gresham, Frank A. [1 ]
机构：
[1] Louisiana State Univ, Dept Psychol, Baton Rouge, LA 70803 USA
来源：
SCHOOL PSYCHOLOGY QUARTERLY | 2009年 / 24卷 / 04期
关键词：
peer tutoring; reciprocal peer tutoring; math intervention; curriculum-based measurement; MATHEMATICS; STRATEGIES; OUTCOMES;
D O I：
10.1037/a0018174
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Results indicated that the two types of peer tutoring produced comparable gains in basic math facts. Furthermore, both types of peer tutoring produced substantially larger academic gains than the waiting-list control group, demonstrating at-risk students can successfully tutor each other.
引用
收藏
页码：266 / 275
页数：10
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