Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity

TLDR

The study examined whether a classwide peer tutoring program improves reading achievement for low‑achieving students with and without disabilities and for average achievers. In a randomized controlled trial across 12 schools, 20 teachers implemented a 15‑week peer tutoring program in 40 classrooms while 20 teachers did not, and reading data were collected pre‑ and post‑treatment on three learner types using the Comprehensive Reading Assessment Battery. Results showed that, regardless of learner type or assessment measure, students in peer‑tutoring classrooms made significantly greater reading gains than those in control classrooms.

Abstract

The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.