Beirne-Smith M
University of Alabama.
Except Child. 1991 Feb;57(4):330-7.
This study explored the effects of peer tutoring on the acquisition of single-digit addition facts in primary-aged students with learning disabilities and their cross-age tutors, and it investigated the relative effectiveness of two tutoring procedures, as follows: a counting-on approach (Method A) and a rote-memorization approach (Method B). Method C, a no-treatment control condition was included. Results strongly support the use of peer tutoring for students with learning disabilities. No significant differences were found for tutors or between Method A and Method B tutees.
本研究探讨了同伴辅导对有学习障碍的小学生及其跨年龄辅导者掌握一位数加法运算的影响，并研究了两种辅导程序的相对有效性，具体如下：一种是接着数的方法（方法A）和一种死记硬背的方法（方法B）。纳入了方法C，即无治疗对照条件。结果有力地支持了对有学习障碍的学生使用同伴辅导。在辅导者之间或方法A和方法B的被辅导者之间未发现显著差异。
