Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms

@article{Simmons1995EffectsOE,
  title={Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms},
  author={D. Simmons and L. Fuchs and D. Fuchs and P. Mathes and Janie Hodge},
  journal={The Elementary School Journal},
  year={1995},
  volume={95},
  pages={387 - 408}
}
  • D. Simmons, L. Fuchs, +2 authors Janie Hodge
  • Published 1995
  • Psychology
  • The Elementary School Journal
  • We examined the effects of explicit teaching and peer tutoring on the reading achievement of students with learning disabilities (LD) and non-disabled, low-performing readers (LP) in academically integrated general education classrooms. 24 general education teachers in grades 2-5, 44 LD students, and 24 LP students participated in the 16-week mainstream classroom-based study. 16 experimental teachers were assigned randomly to explicit teaching (ET) or explicit teaching plus peer tutoring (ET… CONTINUE READING
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