The Effect of Cross-age Tutoring on Reading Achievement and Attitude Towards Reading PDF Download
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Author: Colleen E. Woods
Publisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 204
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Book Description
Author: Colleen E. Woods
Publisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 204
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Book Description
Author: David John Carberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
Author: Hyejeen Kang
Publisher:
ISBN:
Category :
Languages : en
Pages : 358
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Book Description
Author: Elsie G. Fraley
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 152
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Book Description
Author: Sandra Jean Bruggeman
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 260
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Book Description
Author: Margaret Everett
Publisher:
ISBN:
Category : Language experience approach in education
Languages : en
Pages : 152
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Book Description
Author: Joshua John Quick
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 112
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Author: Kristen M. C. Pettis
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 72
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Book Description
Author: Lilian Guerra
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 41
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Book Description
With the strong focus on closing the achievement gap for all students and the implementation of the Common Core State Standards (CCSS), remediating the reading proficiency problems that are present in the state of California is more critical than ever. Research has determined the foundational skills necessary for students to become skilled readers. This study was conducted to determine if cross-age tutoring improves reading fluency. Fifth grade students at a Central Valley elementary school tutored third grade students 20 minutes daily over a 6-week period. A pre- and post Oral Ready Fluency Assessment was administered to the treatment and control group to determine the number of words read correct per minute. An ANCOVA was used to analyze the data and determine if there was a significant difference in the oral reading fluency between the third grade students who participated in cross-age tutoring and those who continued in the regularly scheduled activity of daily independent reading while controlling for preexisting differences. The results suggest that the students who did not participate in cross-age tutoring outperformed the students who did participate.
Author: Laura Hopkins
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 54
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