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Peer tutoring in arithmetic for children with learning disabilities.

M Beirne-Smith1

  • 1University of Alabama.

Exceptional Children
|February 1, 1991
PubMed
Summary
This summary is machine-generated.

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Peer tutoring significantly aids primary students with learning disabilities in mastering addition facts. Both counting-on and rote-memorization methods proved equally effective, with no significant differences observed for tutors or tutees.

Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Students with learning disabilities often struggle with foundational math skills like single-digit addition.
  • Peer tutoring is an increasingly utilized educational intervention with potential benefits for both tutors and tutees.

Purpose of the Study:

  • To evaluate the impact of peer tutoring on the acquisition of single-digit addition facts among primary students with learning disabilities.
  • To compare the effectiveness of two distinct peer tutoring methods: a counting-on approach (Method A) and a rote-memorization approach (Method B).
  • To include a no-treatment control group (Method C) for baseline comparison.

Main Methods:

  • The study involved primary-aged students with learning disabilities and their cross-age tutors.
  • Two experimental conditions involved peer tutoring using either a counting-on strategy or rote memorization.

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  • A control group received no tutoring intervention.

    • Main Results:

    • Peer tutoring demonstrated strong positive effects on the learning of single-digit addition facts for students with learning disabilities.
    • No statistically significant differences were found in the effectiveness between the counting-on (Method A) and rote-memorization (Method B) tutoring approaches.
    • No significant learning differences were observed for the cross-age tutors themselves.

    Conclusions:

    • Peer tutoring is a highly effective intervention for improving mathematical fact acquisition in students with learning disabilities.
    • The choice between counting-on and rote-memorization strategies does not appear to significantly impact outcomes in this peer tutoring context.
    • The findings support the broader implementation of peer tutoring programs in special education settings.