University of Kansas.
J Appl Behav Anal. 1977 Summer;10(2):231-8. doi: 10.1901/jaba.1977.10-231.
To determine whether tutoring might be academically beneficial to the tutor, this study investigated the acquisition of spelling words by three elementary students in a peer tutoring program. The experimental design allowed a simultaneous comparison of each child's gain in performance on comparable word lists on which the child tutored another child, was tutored by another child, or neither gave nor received tutoring. The children's spelling improved nearly an equivalent amount on those words on which they tutored another child as on the words on which they were tutored; no such change was noted on the words on which they neither gave nor received tutoring. These findings, that peer tutoring is profitable for the tutor as well as the tutee, provide a basis for recommending peer tutoring as one method of individualizing education.
为了确定辅导是否对导师在学术上有益，本研究调查了三名小学生在同伴辅导计划中学习拼写单词的情况。该实验设计允许同时比较每个孩子在可比单词列表上的表现增益，这些单词包括孩子辅导其他孩子、被其他孩子辅导或既没有辅导也没有接受辅导的单词。孩子们在辅导其他孩子的单词上的拼写提高了几乎相同的数量，而在他们既没有辅导也没有接受辅导的单词上则没有这种变化。这些发现表明，同伴辅导对导师和被辅导者都有益，为推荐同伴辅导作为个性化教育的一种方法提供了依据。
