Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices
Title
Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices
Author
Barley, Z., Lauer, P.A., Arens, S.A., Apthorp, H.S., Englert, K.S., Snow, D., & Akiba, M.
Source
Mid-Continent Research for Education and Learning
Year Published
2002
Background
Peer tutoring* is an intervention that has been widely studied as a means of helping low-achieving students meet standards. Given the intent of the No Child Left Behind Act of 2001 that all children attain standards, this strategy becomes one of importance. Peer tutoring involves pairs of students working with each other in the learning process. It may involve students of equal ability trading roles of tutor and student, or an academically stronger student paired with an academically weaker student. When students are in or close to the same grade level, the method is considered peer tutoring; when 1 of the 2 students is in a significantly higher grade level, then it is considered tutoring.
Two previous meta-analyses have been completed on peer tutoring, specifically on mathematics. However, these had some methodological limitations; researchers were not precise about the amount of the learning increase or about the conditions under which positive effects are likely to occur (Cohen et al., 1982).
Research Questions
The purpose of this synthesis was to describe and discuss relevant findings of 4 peer-tutoring strategies that occur within the scope of the regular classroom teacher. They were divided into four subcategories: Classwide Peer Tutoring (CWPT), Peer-Assisted Learning Strategies (PALS), Reciprocal Peer Tutoring (RPT), and studies that explored variations on CWPT.
Findings
- CWPT was effective for low-SES and low-achieving elementary students in spelling, reading, and math. Well-developed materials were available to support teacher use.
- Preliminary evidence supported the effectiveness of PALS with elementary school children with learning disabilities* in math and reading. Results were positive, with large effect sizes for PALS, plus teacher-provided, advanced mini-lessons on new material.
- The studies on Reciprocal Peer Tutoring (RPT) provided conclusive evidence of the effectiveness of peer tutoring for elementary children identified as low achieving in math.
Conclusion/Recommendations
There is evidence that peer tutoring, when it is well developed and supported, can improve the performance of low-achieving students. The following bullet points summarize important elements in this strategy:
- Teachers will need training and logistical support to initiate peer tutoring.
- Tutoring activities are highly structured.
- Teachers carefully monitor tutoring behaviors.
- Tutoring participants receive specific training.
- Students are well prepared for the tutoring role, and during tutoring sessions, teachers monitor the tutoring activity and provide feedback on proper procedures.
- Materials must be developed for weekly use, including tutoring materials such as flash cards and assessment materials.
- Time and process for the tutoring sessions must be established and pairing arrangements planned.