Literaturnachweis - Detailanzeige
| Autor/inn/en | Osguthorpe, Russell T.; und weitere |
|---|---|
| Institution | Brigham Young Univ., Provo, UT. David O. McKay Inst. of Education. |
| Titel | Reverse-Role Tutoring: The Effects of Handicapped Students Tutoring Regular Class Students. |
| Quelle | (1985), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cross Age Teaching; Elementary Education; Interpersonal Competence; Learning Disabilities; Mental Retardation; Peer Acceptance; Reading Instruction; Self Esteem; Tutoring |
| Abstract | Two studies investigated effects of programs in which handicapped students tutored regular class students. In study 1, 39 fourth to sixth grade learning and behaviorally handicapped students tutored regular class first graders in reading. In study 2, 17 intellectually handicapped students tutored regular class peers in sign language. Comparing tutors' performance with that of other handicapped students in appropriate comparison groups, results showed that tutors scored higher on reading achievement (study 1) and experienced more social acceptance (study 2) than students who did not tutor. While measures of general self-esteem were similar for both tutors and nontutors, tutors in study 1 scored higher on specific subscales assessing their perception of ability in reading/spelling and general academic ability. Results suggested that handicapped students would make more academic and personal/social progress if they were to spend some regularly scheduled time tutoring other students from the regular classroom. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
