The Effects of Cross-age Tutoring in Reading on Tutees, Tutors and Metacognitively-trained Tutors
Author : David John Carberry
Publisher :
Page : 404 pages
File Size : 21,32 MB
Release : 2003
Category :
ISBN :
Author : David John Carberry
Publisher :
Page : 404 pages
File Size : 21,32 MB
Release : 2003
Category :
ISBN :
Author : Leanne Hughes Hilger
Publisher :
Page : 242 pages
File Size : 24,27 MB
Release : 2000
Category :
ISBN :
Author : Keith Topping
Publisher : Routledge
Page : 204 pages
File Size : 45,54 MB
Release : 2015-10-08
Category : Education
ISBN : 1317550765
Using Peer Tutoring to Improve Reading Skills is a very practical guide, offering a straightforward framework and easy-to-implement strategies to help teachers help pupils progress in reading. A succinct introduction, it shows how schools can make positive use of differences between pupils and turn them into effective learning opportunities. Outlining the evidence base supporting peer tutoring approaches, it explores the components of the reading process and explains how peer tutoring in reading can be used with any method of teaching reading. Core topics covered include: Planning and implementing peer tutoring Getting your school on board How to structure effective interaction Training peer tutors and tutees Paired Reading - cross-ability approaces One Book for Two - fostering fluency, reading comprehension, and motivation Reading in Pairs - cross and same-year tutoring Supporting struggling readers Involving families in peer tutoring Evaluation and feedback. Illustrated throughout with practical examples from diverse schools across Europe, Using Peer Tutoring to Improve Reading Skills is an essential introduction offering easy-to-use guidelines that will support teachers in primary and secondary schools as they enhance pupil motivation and improve reading standards.
Author : Charles Nevi
Publisher :
Page : 214 pages
File Size : 48,41 MB
Release : 1982
Category : Peer teaching
ISBN :
Author : Sophie Bloom
Publisher :
Page : 72 pages
File Size : 39,20 MB
Release : 1976
Category : Peer teaching
ISBN :
Author : Suzanne Nicole Meador
Publisher :
Page : pages
File Size : 39,24 MB
Release : 2017
Category :
ISBN :
This dissertation investigated the effects of the cross age peer tutoring relationship when students in both the tutor and tutee roles were underachieving. The targeted population consisted of students who attended a charter school in the southwestern United States. Two studies were conducted: one in science and one in reading. Primarily, the goal was to investigate a model of cross-age peer tutoring that would benefit underachieving students in the content area of reading. Students who are underachieving in reading often struggle in other content areas as well, so finding a way to increase reading achievement in at-risk schools that lack funding and resources is of utmost importance to a child’s overall education. The first study, in the content area of science, was aimed at understanding if underachieving students could be placed in tutor roles to close gaps in their achievement. Sixteen middle school students (14 boys and two girls) in a mixed grade class (sixth through eighth) were trained to deliver a science curriculum to elementary students. The overall findings in this first study suggest that the tutors demonstrated significant gains in knowledge acquisition after having the opportunity to teach the material to the younger students. Findings also suggest that the act of teaching had a positive impact on the tutors’ attitudes towards learning about water conservation and in their valuing of water conservation. The second, larger study, in the content area of reading, paired underachieving middle school students with underachieving elementary students for a shared reading experience in which the middle schools students acted as tutors and were trained to focus on specific parts of the reading process to help the elementary students increase their reading achievement. This study consisted of 64 tutors (27 seventh graders and 37 eighth graders) and 77 tutees (26 Kindergarteners, 16 first graders, 12 second graders, and 23 third graders). The overall findings in this study demonstrate significant gains in reading for both the tutors and tutees. Although the investigations in this dissertation were limited in terms of sample size and lacked control groups, the results suggest that overall, cross-age tutoring is a way to help at-risk students become more engaged in their own educations and provide resource-challenged schools with a viable resource within their own walls.
Author : Margaret Mary Garcia
Publisher :
Page : 232 pages
File Size : 30,18 MB
Release : 1982
Category :
ISBN :
Author : Martha Jane Caldwell
Publisher :
Page : 210 pages
File Size : 41,58 MB
Release : 1976
Category : Remedial teaching
ISBN :
Author : April Larke Lanier
Publisher :
Page : 180 pages
File Size : 41,54 MB
Release : 2013
Category : First grade (Education)
ISBN :
"This evaluation was conducted to examine the effects cross-age tutoring in reading had on first-and second-grade academically at-risk students being tutored by fourth-and fifth-grade students"--Leaf iii.
Author : Carol Dee Snelson
Publisher :
Page : 304 pages
File Size : 14,94 MB
Release : 1978
Category : Peer counseling of students
ISBN :