title: Peer tutoring in arithmetic for children with learning disabilities.
abstract: This study explored the effects of peer tutoring on the acquisition of single-digit addition facts in primary-aged students with learning disabilities and their cross-age tutors, and it investigated the relative effectiveness of two tutoring procedures, as follows: a counting-on approach (Method A) and a rote-memorization approach (Method B). Method C, a no-treatment control condition was included. Results strongly support the use of peer tutoring for students with learning disabilities. No significant differences were found for tutors or between Method A and Method B tutees.
authors.affiliation: University of Alabama.
authors.forename: M
authors.initials: M
authors.lastname: Beirne-Smith
mesh_terms: D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008433:Mathematics; D010379:Peer Group; D012073:Remedial Teaching / Q000379:methods*