Formative Evaluation of Academic Tool Teaching Packages with Student Peers

Abstract

Twenty students with teacher identified deficits in math or reading skills were selected to receive teaching packages for up to ten minutes each day for four weeks. Results indicate that peer teachers using one of thirty teaching packages were effective in increasing the performance rates on skills being tutored with minimal time commitment on the part of the teacher. These skill gains are also consistent with controlledstudies showing similiar skill increases by parents as teachers using the teaching packages. This offers teachers other effective time and teaching strategies for meeting student instructional objectives for proficiency in basic tool skills.