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ABSTRACT
The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students with disabilities. We systematically reviewed 10 studies to determine their methodological rigor according to the quality indicators and standards for EBP in special education. One study met all 8 quality indicators of the Council for Exceptional Children (Citation2014) standards, which classifies peer tutoring as a potential EBP for improving the reading comprehension of secondary students with disabilities. We discuss limitations and future directions for research and practice.