Date Approved

5-4-2000

Embargo Period

6-21-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Learning disabled children--Education; Peer teaching; Resource programs (Education)

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to investigate the effect of peer tutoring on the comprehension of science vocabulary and terms and determine if those study skills methods taught would generalize to the studying of social studies vocabulary and terms. A cross-age peer tutoring program pairing seven seventh grade learning disabled students with seven eighth grade regular education tutors was used. Tutors worked with tutees for an eight week program tutoring in science vocabulary and terms through two study skills methods, Self-testing Techniques and Survey, Question, Read, Recite, Review. Two methods were used to determine results. The first was a survey on study skills beliefs and preferred methods students used prior to and after tutoring. The second was the collection of data on test and quiz grades in science and social studies for the tutees prior to, during, and after the tutoring.

Surveys were compared using a frequency distribution. Students' science and social studies grades were compared by first finding individual mean scores for prior to tutoring, during tutoring and after tutoring. Next a group mean and standard deviation were calculated for both subjects and both academic areas.

When these were compared the results showed no major implications in academic areas or significant change in study skills preference.

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