This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of the students who received tutoring increased their reading rates and that most made gains pretest to posttest on a standardized measure. Additionally, the tutors demonstrated that they were able to implement the DI program with fidelity and proved to be effective instructors.
Yawn, Christopher D.
"Effects of Gifted Peers Tutoring Struggling Reading Peers,"
The Journal of Special Education Apprenticeship: Vol. 1
, Article 3.
Available at: http://scholarworks.lib.csusb.edu/josea/vol1/iss1/3