Johnson M, Bailey J S
J Appl Behav Anal. 1974 Summer;7(2):223-32. doi: 10.1901/jaba.1974.7-223.
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.
五名五年级学生对五名幼儿园儿童进行了为期7.5周的基本算术技能辅导。一个对照组由五名未接受辅导的幼儿园儿童组成，他们在算术能力方面与实验组进行了匹配。使用基于技能的算术测试进行前测、中测和后测。结果表明，在测试后比较中（配对符号秩检验p = 0.062），实验组的进步远大于对照组。此外，对特定算术技能的子分析表明，只有在针对该技能进行辅导时，这些技能才会得到提高。对师生互动的系统观察表明，在表扬学生回答的百分比方面，教师之间存在很大差异，而且很少使用否定、不赞成的表述。研究得出结论，受过训练的五年级学生可以有效地向幼儿园儿童教授基本算术技能。
