RECIPROCAL PEER TUTORING AND PARENT PARTNERSHIP - DOES PARENT INVOLVEMENT MAKE A DIFFERENCE

The present study examined the effects of the Reciprocal Peer Tutoring (RPT) intervention and a parent involvement intervention on the mathe matics achievement of academically at-risk school-age students. A tota l of 84 fourth- and fifth-grade students evidencing poor performance i n mathematics were selected. Students were assigned randomly to three conditions: RPT plus Parent Involvement (PI), RPT Only, and Control. F indings indicated that students who received RPT plus PI displayed hig her levels of accurate math computations on the curriculum-based measu re than either RPT Only or Control students and that students in the R PT Only condition had higher scores than Control students. On the stan dardized measure of math computation, students in the RPT plus PI and RPT Only conditions had higher scores than students in the Control con dition. School adjustment measures showed that students in the RPT plu s PI received higher teacher ratings of positive academic and social b ehaviors than Controls. Students involved in both RPT conditions perce ived themselves as more socially confident with peers than did Control s. Implications of these findings and data about treatment integrity a nd teacher, student, and parent satisfaction are discussed.