Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring

Abstract

In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are given.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 68 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.