Reciprocal Peer Tutoring: A Review of the Literature

Abstract

This issue of NASET’s Practical Teacher was written by Christina Aleman from Florida International University.  It focuses on reciprocal peer tutoring. High stakes testing is a critical factor in the academic success of many students on the quest for a high school diploma (Melekoglu, 2011). Many research studies support the premise that reciprocal peer tutoring has a positive impact on many students, including students with disabilities, across a wide range of academic content areas such as reading, science and mathematics  (e.g., Calhoon, 2005; Calhoon, Otaiba, Cihak, King, & Avalos, 2007; Kourea, Cartledge, & Musti-Rao, 2007; Mackiewicz, Wood, Cooke & Mazzotti, 2011; Sáenz, Fuchs & Fuchs, 2005). Thus, reciprocal peer tutoring can be a valuable tool to incorporate into any classroom, as it enables students to take ownership of their learning, as well as play a vital role in the education of their peers. “Peer tutoring is a cost-effective student-mediated instructional procedure in which student dyads or small learning groups work together on instructional tasks” (Dufrene, Reisener, Olmi, Zoder-Martell, McNutt, & Horn, 2010, p. 242). This strategy may enhance and reinforce the educational needs of students who have varying academic capabilities. This publication will focus on a review of the literature on the topic of reciprocal peer tutoring.

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