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American Educational Research Journal, Vol. 34, No. 1,
174-206 (1997)
DOI: 10.3102/00028312034001174
© 1997 American Educational Research Association
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity
Douglas Fuchs and
Lynn S. Fuchs
George Peabody College of Vanderbilt University
Patricia G. Mathes
Florida State University
Deborah C. Simmons
University of Oregon
The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.
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