An evaluation of reciprocal peer tutoring across elementary school settings

Abstract The effects of a reciprocal peer tutoring (RPT) intervention on the arithmetic performance of 12 low-income, underachieving elementary school students across three elementary school settings were evaluated and a partial component analysis was conducted. The results indicated that merely teaming students and providing them with positive attention for constructive team activities had no clear effect on arithmetic performance. An RPT condition that involved peer-managed group contingencies yielded consistent increases in rate of accurate arithmetic performance to a level that was significantly above the rates of untreated control students. Attendance and maintenance data also supported the efficacy of the intervention.

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