| Abstract: | The purpose of this study was to determine whether mildly handicapped students working on a one-to-one basis with tutors would show a greater academic gain than students working in a small group with the resource teacher. By using a pretest-posttest control design it was found that after a three-month period, students who had tutors did show a more significant gain in reading (especially in the area of reading recognition). Teachers advised that no more than two tutors from one classroom be assigned to the tutor program, and teachers further felt that they could not supervise more than two tutorial pairs. |
