This study investigated the use of integrated explicit strategy instruction in social studies classes using a peer tutoring format. Thirty students attending social studies classes in a middle school for students with emotional or behavioral disorders studied social studies content in a crossover design, in which all students received each of two instructional conditions. In one treatment condition, students served as peer tutors using a paragraph summary strategy. In the other condition, students received traditional instruction. After 4 weeks of tutoring, results indicated that students scored higher on content tests and on-task behavior while in the tutoring condition. Qualitative data suggested that students enjoyed peer tutoring relative to traditional instruction and reported that they would like to use it in other classes. Teachers agreed that peer tutoring and strategy instruction had exerted a facilitative effect on student performance. The authors discuss implications for practice.
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