Comparing Small Group and Tutorial Instruction in Resource Rooms

Abstract

A series of studies compared small group and tutorial instruction in resource room settings. Each child was fought both by a cross-age tutor individually and by a resource teacher in a small group. Results suggested that children learned more from a tutor than in a small group. The effect was observed for word recognition, spelling, oral reading, and multiplication. Tutorial instruction was also superior to self instruction, and tutors appeared to benefit academically from the experience. The results are seen to have policy implications for resource programs.