Reexamining the literature: The impact of peer tutoring on higher order learning. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Morano, Stephanie; Riccomini, Paul J.
• Is Part Of: Preventing school failure. Volume 61:Issue 2(2017)
• Page Start: 104
• Page End: 115
• Publication Date: 2017-04-03
• Subjects: Adolescents -- higher order learning -- higher order thinking -- learning disabilities -- peer tutoring; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2016.1204593
• Languages: English
• ISSNs: 1045-988X

Abstract

ABSTRACT: The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that (a) peer-tutoring interventions targeting HOL objectives have had mixed results; (b) positive, statistically significant peer-tutoring effects may be related to researchers' choice of assessments and comparison condition instruction; and (c) requiring tutors to independently evaluate tutee responses to HOL prompts and to carry out complex error-correction procedures may hinder tutoring intervention efficacy. Implications for research and eight recommendations for using peer tutoring to target HOL objectives are presented.