The effectiveness of student tutors in the treatment of speech articulation problems in young school children

Abstract

This study investigated the effectiveness of well-adjusted and less well-adjusted fifth and sixth year level students used as tutors to treat the speech articulation problems of younger socio-economically deprived students. It was found that adjusted tutors were relatively more effective in reducing articulation problems. Both types of tutors were equally effective in promoting more positive attitudes towards “self”, “school” and “voice” in tutees. Both types of tutors were more positive about “self” and “school” following successful tutoring. These results suggest that some students may provide an efficient and effective resource for professionals in the treatment of functional articulation problems of other students.