Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity.

Fuchs, Douglas; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ545455

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-8312

EISSN: N/A

Available Date: N/A

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity.

Fuchs, Douglas; And Others

American Educational Research Journal, v34 n1 p174-206 Spr 1997

Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used. (SLD)

Descriptors: Control Groups, Elementary Education, Elementary School Students, Inclusive Schools, Individual Differences, Instructional Effectiveness, Intervention, Learning Disabilities, Learning Strategies, Low Achievement, Mainstreaming, Peer Teaching, Reading Achievement, Tutoring

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/78730

IES Cited: ED502398; ED528940

Author Affiliations: N/A