C. Bagley et K. Mallick, TOWARDS ACHIEVEMENT OF READING SKILL POTENTIAL THROUGH PEER TUTORING IN MAINSTREAMED 13-YEAR-OLDS, Disability & society, 11(1), 1996, pp. 83-89
A long-term study of potentially disabled children identified at birth
, yielded 27 disabled children who had not achieved the reading ages p
redicted by their verbal IQ scores. Peer-tutoring outside of the class
room resulted in significant increases in reading age, self-esteem and
academic self-confidence, in comparison with non-disabled control chi
ldren. Children with higher IQs were more reading delayed, suggesting
that teachers of mainstreamed children may be satisfied with 'average'
rather than 'optimal' scholastic attainment in disabled children.