Title page for ETD etd-11052008-203747

Type of Document Master's Thesis
Author Menesses, Keri F.
Author's Email Address kfishe3@lsu.edu
URN etd-11052008-203747
Title Determining the Relative Efficacy of Reciprocal and Non-reciprocal Peer Tutoring for Students Identified as At-Risk for Academic Failure
Degree Master of Arts (M.A.)
Department Psychology
Advisory Committee
Advisor Name Title
Frank Gresham Committee Chair
George Noell Committee Member
Jeffrey Tiger Committee Member
  • elementary school students
  • direct behavior rating
  • curriculum based measurement
  • peer tutoring
  • remedial math intervention
  • reciprocal peer tutoring
Date of Defense 2008-09-30
Availability unrestricted
The current study directly compared the academic and social gains of reciprocal peer tutoring, non-reciprocal peer tutoring, and traditional classroom instruction with elementary students. Participants included 59 students who performed below-average on class-wide screenings using curriculum-based measurement math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Both types of peer tutoring produced significantly larger academic gains than traditional classroom instruction; the two types of tutoring produced comparable academic and social results, although reciprocal tutoring resulted in marginally larger academic gains. Reciprocal peer tutoring is recommended based on the fact it remediates twice the number of students simultaneously as compared to non-reciprocal tutoring.
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