Effects of classwide peer tutoring (CWPT) on the academic performance of 14 mildly handicapped and 36 nondisabled students enrolled in three 10th-grade social studies classrooms were examined. Effects were analyzed using a multiple baseline design across settings with a withdrawal of treatment in two classrooms. Analysis of results indicated that the implementation of CWPT produced an average increase of 21 points on weekly tests. With CWPT 60% of all students earned “A” grades, failing grades were virtually eliminated, and no mildly handicapped students received grades below “C”. Anecdotal student and teacher comments were positive. Implications for secondary, mainstreamed students and teachers were discussed.

This article focuses on the role peer-mediated instructional approaches may play in improving the academic and social performance of secondary learning disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described, as well as findings from recent investigations in mainstream and resource room settings. Implications for teacher preparation are reviewed.

The present study examined the effects of a ing A grades rose abouve 40% while CSTT was Classwide Student Tutoring Teams (CSTT) pro-in effect, and failing grades were virtually elimgram on the academic performance of 28 mildly inated. No mildly handicapped students rehandicapped (MH) and 63 nondisabled stu-ceived a failing grade on their report cards durdents enrolled in three 9th and 10th grade math ing CSTT instruction, whereas eight MH classes. Effects were analyzed using multiple students maintained averages about 9096. Anecbaseline designs across settings with a with-dotal student and teacher comments indicated drawal of treatment in one classroom. Analyses that Classwide Student Tutoring Teams was an of group and individual results indicated that acceptable classroom intervention. Educational the implementation of CSTT resulted in average implications for secondary mainstreamed studincreases of 20 percentage points on weekly ents and teachers are discussed. math exams. The percentage of students earn-

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