Abstract
AbstractThree review articles, six essays, and nine empirical studies on peer tutoring were assessed. Support for tutoring was provided in each study, and each emphasized different aspects of the peer tutoring technique-support for the integration process, effects on self-esteem and achievement, aid in classroom management, and reinforcing system for learning. Successful models and uses for peer tutoring with learning-disabled (LD) students are discussed. Suggestions for implementing peer tutoring programs in regular and special education are given.
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