Classwide Peer Tutoring

Abstract

The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections: (a) general principles of instruction, (b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (i.e., ecological and behavioral factors) and student achievement outcomes. It concludes with a discussion of the procedure and areas of future research and application.