Ezell, Kohler, and Strain (1994) conducted a study where peer tutoring interventions were implemented among 14 children with special needs to address reading skills. The tutees ranged from kindergarten to 5th grade and were chosen from four individual classrooms in two different schools. Each tutee spent a majority of the day in a learning support classroom and had a diagnosis of mild intellectual disability or emotional disturbance. Ezell et al. (1994) described the tutors as 26 “typical” students from 1st, 2nd, and 4th grade who were nominated by their teacher, agreed to participate, and successfully completed tutor training.
Peer tutoring interventions were implemented in four, separate settings. Each intervention lasted on average eight
