A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings

Abstract

Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.

Peer‐tutoring: what’s in it for the tutor?

“…However, a well-coached tutor tends to give more "explanatory" responses in the same way that a "good" teacher can direct thought processes through the use of questioning and/or conversation. Indeed, Stenhoff and Lignugaris-Kraft (2007) found the most significant factor in positive tutee outcomes to be the time spent on initial tutor training. Annis (1983) found that preparing to tutor also supported tutors' learning, over and above the effect of tutoring itself.…”

“…To promote autonomy and commitment (as suggested by Roscoe and Chi [2007]), we gave tutors flexibility to prepare their own resources while providing structured guidance to help facilitate successful tutor-tutee dialogue. To help tutors recognise the strengths and limitations of different types of question (Webb 1982;King 2002;Stenhoff and Lignugaris-Kraft 2007), we encouraged them to construct questions which responded to the recommendations of Graesser and Person (1994): (1) tutors should listen to tutee responses carefully and base questions on them rather than what they perceive as tutees' knowledge deficits; (2) tutors should avoid asking closed questions to test understanding (e.g. "do you understand?")…”

“…By contrast, discussions deriving from discussion prompts provided by us comprised an average of 3.2 contributions from both participants. Although this may suggest that tutor training was not extensive enough (Stenhoff and Lignugaris-Kraft 2007), there were signs that devising questions to scaffold tutees' learning prompted tutors to think about the ideas themselves (Webb 1982):…”

Zi̇hi̇n Yetersi̇zli̇ği̇ Olan Öğrenci̇lere Toplumsal İşaretleri̇n Öğreti̇mi̇nde Bi̇lgi̇sayar Destekli̇ Öğreti̇mi̇n Etki̇li̇li̇ği̇

“…In the present research, the method of tutorials was used; however, the computer programming was conducted differently compared to previous studies: it included peer tutoring. Peer tutoring is known to be an effective method for teaching various skills to students with intellectual disability (Prater, Serna and Nakamura, 1999; Stenhoff and Lignugaris/ Kraft, 2007;Tekin Iftar, 2003). The literature states that peers of different ages and with differing characteristics can function as peer tutors (Tekin Iftar, 2003); further, students with intellectual disability may also provide instruction to their peers of the same age or below (Marchand-Martella et al, 1992;Tekin Iftar, 2003).…”

Impact of Trained versus Spontaneous Reciprocal Peer Tutoring on Adolescent Students

“…In a recent review, Stenhoff and Lignugaris-Kraft (2007) identified peer-tutor training as an evidence-based practice in secondary-level settings. Findings indicated that the implementation of a peer-tutor training program prior to the commencement of peer tutoring sessions positively affected the magnitude of tutees' outcomes.…”