A series of studies compared small group and tutorial instruction in resource room settings. Each child was fought both by a cross-age tutor individually and by a resource teacher in a small group. Results suggested that children learned more from a tutor than in a small group. The effect was observed for word recognition, spelling, oral reading, and multiplication. Tutorial instruction was also superior to self instruction, and tutors appeared to benefit academically from the experience. The results are seen to have policy implications for resource programs.

William F. May hall, M.A.; Corinne Peschka, M.A. and Verlinda Townsend M.A.Direct and daily meaurement of students' performance has been used as a dependent variable in the evaluation of educational programs, methods and materials. In the present study these measures were employed as an independent variable to determine their effects on learning. In one condition a resource teacher had access to these measures; in another condition these measures were not available. Learning disabled children increased their rate of word recognition significantly more when these measures were available.

The critical features of the resource specialist model include a commitment to provide (a) service on core school tasks, as defined by the classroom teacher, (b) close cooperation with the child's classroom teacher, (c) one to one instruction through cross age and peer tutors, (d) direct and daily measurement of student progress, and (e) daily instruction where direct services are required. Components of the model were examined individually in controlled settings and only those components which proved effective were incorporated into the model. Finally, summative evaluations were conducted, which tested the efficacy of the entire model.

Two experiments were conducted to study the effects of varying the frequency of instruction. Children referred to a special education resource room were scheduled to receive instruction either daily or twice weekly. Total instructional time was equivalent for each schedule. In one experiment, children were taught to recognize words from a beginning reading program; in the second, children learned math facts. In both instances, superior performance was exhibited under the daily schedule. Implications of this finding for the organization of resource teacher programs are discussed.

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