A Peer-Assisted Learning Program

Paper Summary:

This research study provides a critical review of the relevant peer-reviewed and scholarly literature concerning peer-assisted learning in general and how these programs have been used to help young readers in particular. The paper also presents a case study of the effectiveness of this initiative at an elementary school that provides services to at-risk 6th graders due to emotional, social or behavioral problems and 1st grade struggling readers. The paper explains that the product of the study will be a best practices guide to help educators at all levels identify which peer-assisted technique might be best suited for their individual needs, how to implement it, and how to monitor its effectiveness to ensure long-term success.

Table of Contents:
The Problem
Purpose of the Study
Importance of the Study
Review of Literature
Introduction
Background and Overview
Benefits of Mentoring
Table: Key Benefits of Mentoring in Peer Tutoring Settings
Implementation
Evaluation and Monitoring
Summary
Procedure
Development, Purpose and Approval of Project
Who did You Involve in the Developmental Process and Why?
Implementation
Evaluation
Table: First and Sixth-Grade Teacher Feedback Concerning Efficacy of Tall Buddies Reading Initiative

From the Paper:

"The benefits of mentoring are also well established. According to Barton-Arwood and her colleagues (2000), a wide range of benefits have been cited in the literature for differing professions, ages, and populations that have used mentoring; these benefits include: (a) development of emotional supports and friendships, (b) improved self-esteem and confidence for mentor and mentee, (c) an increased set of knowledge and skills (e.g., academic achievement), and (d) an improved social network. While methods and roles differ, the reported outcomes and benefits are similar across populations."

Sample of Sources Used:

• Adelgais, A., King, A., & Staffieri, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134.
• Afflerbach, P., Baumann, J. F., Duffy-Hester, A. M., Hoffman, J. V., McCarthey, S. J. & Ro, J. M. (2000). Balancing principles for teaching elementary reading. Mahwah, NJ: Lawrence Erlbaum Associates.
• Arreaga-Mayer, C., Gavin, K. M., Greenwood, C. R., Terry, B. T., & Utley, C. A. (2001). Classwide peer tutoring learning management system. Remedial and Special Education, 22(1), 34.
• Barton-Arwood, S., Jolivette, K., & Massey, G. N. (2000, September). Mentoring with elementary-age students. Intervention in School and Clinic, 36(1), 36-40.
• Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16.

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