Abstract
Five fifth-grade students tutored five kindergarten children in basic arithmetic skills for 7.5 weeks. A control group consisted of five kindergarten children who received no tutoring and were matched with the experimental group in arithmetic ability. Pre-, mid-, and posttesting was done using a skills-based arithmetic test. Results showed that the experimental group made far greater gains than the control group on a posttest comparison (matched pairs signed ranks test p = 0.062). In addition, a subanalysis of specific arithmetic skills showed they were improved only when tutoring for that skill was carried out. Systematic observations made of the tutor-student interactions indicated wide tutor-to-tutor variability in the percentage of student responses praised, and very little use of negative, disapproving statements. It was concluded that trained fifth-grade students can effectively teach basic arithmetic skills to kindergarteners.
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Bailey J. S., Timbers G. D., Phillips E. L., Wolf M. M. Modification of articulation errors of pre-delinquents by their peers. J Appl Behav Anal. 1971 Winter;4(4):265–281. doi: 10.1901/jaba.1971.4-265. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Surratt P. R., Ulrich R. E., Hawkins R. P. An elementary student as a behavioral engineer. J Appl Behav Anal. 1969 Summer;2(2):85–92. doi: 10.1901/jaba.1969.2-85. [DOI] [PMC free article] [PubMed] [Google Scholar]