Effects of Training on the Instructional Behaviors of Student Tutors

Abstract

The study assessed the instructional behaviors of trained student tutors and compared these behaviors with those of untrained tutors. Behaviors of six trained and six untrained fifth-grade tutors were recorded on the Tutor Observation Scale as the tutors worked with kindergarten pupils using programmed materials related to a reading program. Trained tutors scored significantly higher than untrained tutors on (1) engaging the pupil in friendly conversation, (2) confirming, (3) praising, (4) giving the correct answer when the pupil is incorrect, and (5) eliciting the correct response before going on. The behaviors of trained and untrained tutors differ with respect to basic instructional principles. If it is desired that tutors behave according to these principles, then they should be trained.

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