The Efficacy of Peer Tutoring in Reading for Students with Mild Disabilities: A Best-Evidence Synthesis

Abstract

This review sought to examine the research literature on peer tutoring in reading for students with disabilities using the methodology of best-evidence synthesis (Slavin, 1986). Eleven studies that met the criteria set forth for this review indicated that peer tutoring can be effective in reading for students with disabilities. Peer tutoring was found to have an overall effect size of.36 and to be more effective than typical reading instructions regardless of setting. Peer tutoring was not, however, more effective when contrasted to other, teacher-led interventions, such as one-to-one teacher tutoring or teacher-led small group instruction following a model of effective teaching. Treatments in which (a) students with disabilities were paired with normally achieving peers and (b) that allowed students with disabilities to serve in the role of tutor, at least some of the time, consistently produced strong effect sizes and significant findings.

Additional information

Notes on contributors

Patricia G. Mathes

Patricia G. Mathes is a research assistant professor in the Department of Special Education at Peabody College of Vanderbilt University where she also earned her PhD. Her research focuses on mainstreaming practices and designing instructional strategies to help teachers accommodate student diversities.

Lynn S. Fuchs

Lynn S. Fuchs is a professor in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on technical features of curriculum-based measurement and instructional strategies.