Fuchs, Douglas, Lynn S. Fuchs, Patricia G. Mathes, and Deborah C. Simmons, “Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity,” American Educational Research Journal, Vol. 34, No. 1, pp. 174-206, 1997.
Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.
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