Promoting Success in High School World History: Peer Tutoring versus Guided Notes.

Mastropieri, Margo A.; Scruggs, Thomas E.; Spencer, Vicky; Fontana, Judith

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Peer reviewed

ERIC Number: EJ662786

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

EISSN: N/A

Available Date: N/A

Promoting Success in High School World History: Peer Tutoring versus Guided Notes.

Mastropieri, Margo A.; Scruggs, Thomas E.; Spencer, Vicky; Fontana, Judith

Learning Disabilities: Research & Practice, v18 n1 p52-65 Feb 2003

A study compared the reading fluency, comprehension strategies, and content test scores of 16 students with mild disabilities who participated in a nine-week world history class taught using peer tutoring or teacher-directed guided notes. Students who were participated in peer tutoring significantly outperformed the other students on content-area tests. (Contains references.) (Author/CR)

Descriptors: Academic Achievement, History Instruction, Learning Disabilities, Learning Strategies, Peer Teaching, Secondary Education, Teaching Methods, Tutorial Programs, World History

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED498785

Author Affiliations: N/A