Peer-assisted learning strategies: Making classrooms more responsive to diversity
Peer-assisted learning strategies: Making classrooms more responsive to diversity
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DOI：
10.2307/1163346
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发表时间：
1997-03-01
影响因子：
3.6
通讯作者：
Simmons, DC
中科院分区：
文献类型：
--
作者：
Fuchs, D;Fuchs, LS;Simmons, DC
本研究的主要焦点是确定班级同伴辅导计划对三种学习者类型的阅读的有效性：有或没有残疾的低成就者和平均成就者。根据学生成绩和家庭收入进行分层的12所学校被随机分为实验组和对照组。20名教师实施了为期15周的同伴辅导计划；20个国家没有执行。在40个教室中，每个教室系统地收集了代表三种学习者类型的三名学生的数据。在综合阅读评估单元的三个测量中收集了治疗前和治疗后的阅读成绩数据。研究结果表明，无论测试类型和学习者类型如何，同伴辅导教室的学生表现出更大的阅读进步。对政策制定的影响进行了讨论。
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 experiment 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 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.