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PubMed · 2009903

Peer tutoring in arithmetic for children with learning disabilities.

M Beirne-Smith
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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.

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ChildFemaleHumansLearning DisabilitiesMaleMathematicsPeer GroupRemedial TeachingJournal Article

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M Beirne-Smith. 1991. Peer tutoring in arithmetic for children with learning disabilities.. https://pubmed.ncbi.nlm.nih.gov/2009903/

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