Applications of Tutoring Systems in Specialized Subject Areas

Abstract

Tutoring is an effective, quick, and easily implemented procedure to individualize instruction across dyads, small groups, or large groups. Most tutoring applications have occurred in school settings using classwide, cross-age, or one-to-one configurations, with traditional academic subjects (e.g., reading, math, spelling) serving as the targeted skills. Limited home-based applications have also been reported, with the focus remaining essentially within an academic context. This article reviews how tutoring systems have been applied across specialized subject areas (e.g., music, horticulture, health and safety, social interactions). The authors summarize research findings, provide an analysis of skills learned within each tutoring system, identify the respective methodologies, and report relevant findings. Implications and suggestions for future research efforts are given.

Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature

“…Henceforth, findings related to fidelity of implementation show that students with EBD are able to implement tutoring procedures with a high level of fidelity, and in conjunction with the positive findings of tutee outcomes, the cross-age tutoring model shows promising effectiveness when students with EBD serve as cross-age tutors. This finding aligns with previous research results demonstrating that students with EBD can function effectively as tutors when provided with the appropriate training and supervision (Heron et al, 2003), and with further research, this evidence may support practitioner use of the cross-age tutoring model for providing individualized instruction to younger students as well as practice opportunities for social–behavioral skills for students with EBD.…”

“…One such instructional technique, known as cross-age tutoring (i.e., an older student tutoring a younger student), shows evidence of being an effective model for teaching academic and social skills to students with disabilities, including students with EBD (Okilwa & Shelby, 2010; Spencer, 2006; Spencer, Simpson, & Oatis, 2009). In addition, this instructional technique requires minimal costs (i.e., time and materials) and can be implemented without substantial training time (Heron, Welsch, & Goddard, 2003). Given the demands placed upon special education classrooms for instructional techniques that are practical, low- to no-cost, and above all, provide effective individualized instruction, utilizing cross-age tutoring may provide a model for addressing the intensive needs of students with disabilities while also providing tutors with EBD opportunities to practice and develop social, behavioral, and academic skills in an instructional context.…”

Academic Effects of Peer-Mediated Interventions With English Language Learners

“…Moreover, PMIs have the potential to effectively and rapidly increase English language development, particularly decontextualized language concepts with high degrees of cognitive challenge (Gersten & Baker, 2000). Heron, Welsch, and Goddard (2003) suggested that using students to support instruction is perhaps the most underused and valuable classroom resource. By using students to support instruction, teachers can provide individualized learning opportunities during the independent-practice phase of the instructional cycle (Greenwood, Carta, & Kamps, 1990; Hudson, Lignugaris/Kraft, & Miller, 1993).…”

Tutoring System Innovations

“…outside of school settings (Heron, Welsch, & Goddard, 2003). Table 2 provides a sampling of how tutoring systems have expanded beyond traditional academic subjects to a broader range of areas.…”