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Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?
Author(s) -
Mastropieri Margo A.,
Scruggs Thomas,
Mohler Lisa,
Beranek Marcia,
Spencer Vicky,
Boon Richard T.,
Talbott Elizabeth
Publication year - 2001
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/0938-8982.00003
Subject(s) - reading comprehension , psychology , tutor , reading (process) , mathematics education , peer tutor , learning disability , reciprocal teaching , comprehension , special education , pedagogy , developmental psychology , computer science , linguistics , philosophy , programming language
This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.