Search results for: Mesler Leigh
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A review of the literature demonstrates that grade retention often fails to improve the academic and socio-emotional outcomes of retained students. However, the literature suggests that retained students who act as peer tutors often experience improved school performance and self-concepts. This action research study aimed to identify and implement an intervention that would improve the academic and socio-emotional outcomes of a twice-retained third-grade student.
Updated: Mar. 17, 2009