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

  title={Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms},
  author={Deborah C. Simmons and Lynn S. Fuchs and Douglas Fuchs and Patricia G. Mathes and Janie Hodge},
  journal={The Elementary School Journal},
  pages={387 - 408}
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… 

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