Pairing Learners in the Reciprocal Style of Teaching: Influence on Student Skill, Knowledge, and Socialization

Authors

  • Mike Ernst
  • Mark Byra

Abstract

In the past decade, peer tutoring, one of several collaborative learning strategies used in classroom settings, has been documented extensively in the literature (Delquadri, Greenwood, Whorton, Carta, & Hall, 1986; Fuchs, Fuchs, Bentz, Phillips, & Hamlett, 1994; Pumfrey, 1986). Within the scheme of peer tutoring, students work in pairs to support each other's learning. This teaching method, first introduced in the early 19th century (Salmon, 1932), has been shown to be an effective system of instruction for promoting students' cognitive and social learning (Byrd, 1990; Katstra, Tollefson, & Gilbert, 1987; Olson, 1990). Findings from research on peer tutoring suggest that increases in learner achievement are related to the increase of individualized instruction, opportunity to respond, and provision of specific feedback (Delquadri et al., 1986; Fuchs et al., 1994). Under certain circumstances, researchers have found peer tutoring to be more effective in fostering student learning than conventional methods of instruction (Anania, 1983; Russell Sc Ford, 1983; Sharon, 1980).

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Published

1998-01-12

Issue

Vol. 55 No. 1 (1998)

Section

Articles

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