This study compared the effects of three types of tutoring treatments on the attitudes of students with learning disabilities and of regular class students, ranging from kindergarten to sixth grade (n = 124), using a pre-post, control group design. Multivariate analysis of covariance indicated pre-post gains by all treatment groups on peer attitudes as well as attitudes about school and learning. Univariate analysis indicated that those who tutored tended to experience the greatest attitudinal improvements.
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