Peer Tutoring to Individualize Instruction

Ehly, Stewart; Larsen, Stephen C.

doi:10.1086/461013

Cited by 12 publications

(13 citation statements)

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“…A body of information exists on the involvement of peers as tutors of other children (Ehly & Larsen, 1981). Much less information exists on the impact of parents as tutors, although there is an abundance of anecdotal evidence on the potential of home tutoring for improving the child's academic progress (Ehly et al, 1985).…”

mentioning

confidence: 99%

An Analysis of In-Home Parent Tutoring Procedures: Effects on Children's Academic Behavior at Home and in School and on Parents' Tutoring Behaviors

Thurston

Dasta

1990

Remedial and Special Education

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How to involve parents in the education of their childrenboth in school and in the home-is a current issue in education. This paper describes successful tutoring procedures that parents used to tutor academic behaviors in the home. The procedures were evaluated in three studies. Study 1 assessed the results of tutoring training on parents' tutoring behavior in oral reading. Study 2 analyzed the effects of parent tutoring using similar procedures with math facts and tested the effects on academic behavior in the home and in the school. Study 3 looked at spelling tutoring and analyzed effects in home and in school. Single subject research designs were utilized. Study 1 demonstrated that parents could utilize the procedures successfully after training. Studies 2 and 3 showed that home tutoring improved math and spelling performance during the tutoring sessions and that the success carried over to school. Children, parents, and teachers reported satisfaction with the procedures. R ESEARCH SUGGESTS THAT the involvement of parents in the educational process has a positive influence on their children's achievement (Broden,

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confidence: 99%

An Analysis of In-Home Parent Tutoring Procedures: Effects on Children's Academic Behavior at Home and in School and on Parents' Tutoring Behaviors

Thurston

Dasta

1990

Remedial and Special Education

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“…The use of tutors has resulted in increased academic levels in math, gross and fine motor skills, social behavior, and articulation skills (Ehly & Larsen, 1980); increased academic engaged minutes (Jenkins &Jenkins, 1985); increased student response opportunities (Delquadri, Greenwood, Whorton, Carta, & Hall, 1986); increased school adjustment, work completion, and quiz and test performance (Maher, 1984); and more learning within a single lesson (Jenkins & Jenkins, 1985). According to Sarkees and Scott (1985), &dquo;tutoring enables a student progressing slower than others to develop the proficiencies needed for success in the program&dquo; (p. 320).…”

Section: Collaborating With Vocational Instructorsmentioning

confidence: 99%

Designated Vocational Instruction: Instructional Support Strategies

Hazelkorn

Lombard

1991

Career Development for Exceptional Individuals

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THE DESIGNATED VOCATIONAL INSTRUCTION (DVI) approach in Wisconsin is an interdisciplinary effort between special and vocational educators that helps high school students with disabilities learn vocational skills and competencies in the least restrictive environment. An important component of the DVI approach is that special education teachers provide instructional support to both students and vocational instructors. Instructional support is collaborative teaching using the special educator's expertise in how to teach blended with the vocational educator's expertise in what to teach. The role and degree of involvement of the special educator depends on the needs of the students and the vocational instructors. The special educator's role is to: (a) provide direct support to students with disabilities ; and/or (b) provide indirect support to vocational instructors, and/or the program itself. DIRECT INSTRUCTIONAL SUPPORTDirect instructional support refers to working directly with students (a) in vocational classrooms, (b) in special education classrooms, and/or (c) in the community.In Vocational Classrooms Special educators using the DVI approach provide direct instructional support by working &dquo;shoulder-to-shoulder&dquo; with their students in vocational classrooms. Direct instructional support techniques that teachers have found to be effective include: (a) attending the class with students, (b) giving further explanations or demonstrations of activities, (c) assisting during the lab sessions, and (d) providing hands-on help. Special educators also have assisted their students by (a) helping them take notes, (b) assisting with the completion of daily assignments, (c) checking weekly assignments, (d) reading exams to them, and (e) continually monitoring their progress.

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“…Support for this change of focus within a peer tutoring model is provided by empirical findings which indicate that peer tutors demonstrate more gains than their tutees (Greenwood et al, 1988). The learning through teaching (LTT) approach has been suggested as an alternative to other, more conventional methods, such as tutoring by professionals or non-professionals (Ehly & Larsen, 1980). The learning through teaching method is based on the assumption that given the opportunity to play a teaching role, a child will become more interested in the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…The younger tutee is given the opportunity of closely observing their tutor's concentration on the material that is being taught, their ability to explain the material and their efforts to give assistance. The tutee will tend to imitate their tutor by modelling their own behaviour on that of the older child, and the resulting change is generally carried over to the classroom (Ehly & Larsen, 1980;Schunk, 1987). Tutoring seems to benefit tutors and tutees on both cognitive as well as affective levels (Cohen et al, 1982).…”

Section: Introductionmentioning

confidence: 99%

The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees

Bar‐Eli¹,

Bar‐Eli²,

Tenenbaum³

et al. 1998

British Educational Res J

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Three case studies were conducted of seventh graders teaching mathematics to third graders, in place of their classroom teacher, applying the Learning Through Teaching (LTT) method. Audio and video recording provided information on tutoring sessions. Trained observers coded the behaviours of the tutors and tutees during the tutoring sessions and in their respective classes during mathematics and other lessons. The results show that when tutors are appropriately prepared to teach their younger counterparts, substantial academic task‐related activities are later enhanced in their regular class. Furthermore, both tutors and tutees become better achievers and more socially accepted by their peers. These results are restricted to successful interactions between the tutor and tutee. The present investigation suggests that tutoring seems to benefit more the tutor than the tutee on both academic and social aspects.

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Peer Tutoring to Individualize Instruction

Cited by 12 publications

References 0 publications

An Analysis of In-Home Parent Tutoring Procedures: Effects on Children's Academic Behavior at Home and in School and on Parents' Tutoring Behaviors

An Analysis of In-Home Parent Tutoring Procedures: Effects on Children's Academic Behavior at Home and in School and on Parents' Tutoring Behaviors

Designated Vocational Instruction: Instructional Support Strategies

The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees

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