Peer-Assisted Learning: The Erffects of Cooperative Learning and Cross-Age Peer Tutoring With Word Processing on Writing Skills of Students With Learning Disabilities

Carol Utay and Joe Utay
Journal of Computing in Childhood Education, Vol 8, No 2/3, p. 165-185

This study examined effects of combining cross-age tutoring, peer tutoring, cooperative learning, and computer-mediated writing, together referred to by the authors as peer assisted learning (PAL), to improve writing skills of 72 second through sixth graders with learning disabilities. Several trends were noted: the treatment group seemed to enjoy working with partners; partners asked each other for help before asking a teacher, which generalized to other settings; partners seemed highly committed to each other with friendships that extended outside the treatment setting; and teachers noted an overall improvement in the treatment group's attitude toward writing.

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Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
Riverdale, Maryland 20738
hjbender@epicent.com