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ABSTRACT
The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that (a) peer-tutoring interventions targeting HOL objectives have had mixed results; (b) positive, statistically significant peer-tutoring effects may be related to researchers' choice of assessments and comparison condition instruction; and (c) requiring tutors to independently evaluate tutee responses to HOL prompts and to carry out complex error-correction procedures may hinder tutoring intervention efficacy. Implications for research and eight recommendations for using peer tutoring to target HOL objectives are presented.
Funding
The contents of this report were developed under a grant from the U.S. Department of Education, #H325D130021. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Patricia Gonzalez.
Additional information
Notes on contributors
Stephanie Morano
Stephanie Morano is a doctoral cadidate in Special Education at Penn State. Her current research interests are math and cooperative learning interventions for students with learning disabilities, and special education teacher and paraeducator training.
Paul J. Riccomini
Paul J. Riccomini is an Associate Professor of Special Education at Penn State. His current research interests are effective instructional practices and interventions in mathematics for students with high-incidence disabilities.