Peer Tutoring

and chemistry in a secondary education environment. (Mastropieri, Scruggs, and Graetz, 2003, p. 107-112). Overall, the study looked to measure the effectiveness of implementing peer tutoring reading strategies to help increase content understanding. For nearly all of the studies chosen by the authors the peer tutoring participants were placed in dyads based on the reading level. Students in humanities-based content areas (ELA, World History, and Social Studies) were given reading where they would answer questions connected to the reading. Students in the chemistry group would rely on quizzing each other with index cards. The results of the study showed increased levels of comprehension among all of the tested content areas, showing that peer

Peer tutoring is an intriguing intervention tactic primarily because of its adaptability. It is a practical tool that does not require the teacher to make major alterations to their curriculum. Given the increasing requirements for teachers, this makes peer tutoring even more attractive. Peer tutoring also offers the teacher an opportunity to adapt his or her curriculum to the specific needs of their students. Since the strategy predominantly involves students working in dyads it offers the teacher an opportunity to individualize instruction for students in that

Many of these studies show peer tutoring to be incredibly successful on a secondary level however, the breadth of research on the secondary level still pales in comparison to the number of studies conducted at the elementary level. One of the biggest challenges for selecting research articles was trying to find recent studies. Generally, there seems to be less recent research for secondary education and this can lead to issues regarding the true effectiveness of the data. While the data from a study conducted in 2001 or 2003 can be helpful, it is important to take note the vast amount of changes that have taken place within the field of education since those studies have taken