The Effects of Cross-age Reading Intervention on Low-performing Fourth Grade Tutors' Reading Fluency, Attitude Toward Reading, and Self-concept PDF Download
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Author: Susan Abraham
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 134
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Author: Susan Abraham
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 134
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 872
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Author: Amy S. Fiedler
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 88
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Book Description
In this study, the effects of cross age tutoring compared with sustained silent reading were assessed in second grade students. The students in this study were in a self contained second grade classroom. The second graders participating in cross age tutoring were two above grade level readers, two at grade level readers and two below grade level readers. Each of these second graders was paired with a fifth grade student who had received some basic training in how to prompt the second grader while reading. The remaining students in the class participated in sustained silent reading for the same twenty four week period. All of the students' reading fluency and word reading abilities were assessed both before and after the duration of their particular reading activity. The cross age tutoring lasted for a twenty four week period during which the students were observed and anecdotal notes were taken. Results of the pre and post assessments showed that overall, both sustained silent reading as well as cross age tutoring increased student reading abilities when assessed with the Frye Oral Reading Test for fluency as well as the San Diego Quick leveled word list assessment. Cross age tutoring and sustained· silent reading may also have benefits in students' affective attitudes toward reading, causing them to view it as a positive activity.
Author:
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ISBN:
Category :
Languages : en
Pages :
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The purpose of the research has been to examine the effects of a cross-age tutoring program aimed at assisting Hispanic students in comprehension and fluency reading skills. The research process included exploring previous research on the topic and closely observing outcomes of students participating in the cross-age tutorial program. The tutorial program consisted of twenty-four sessions that lasted thirty minutes. Each lesson contained reading practice as well as related games and activities planned by the tutors. The ten Hispanic participants who were tutored were third graders performing at a level II in reading according to the North Carolina End-of-Grade test. The students who were used to tutor the third graders were ten level IV readers in the fifth grade. The research questions that drove the study were: 1) What are some effects when Hispanic students who are not proficient in reading are tutored by non-Hispanic students who are proficient in reading? 2) What are good reading strategies for Hispanic students? The study concluded with all twenty participants passing the End-of-Grade test in addition to other positive effects that will assist in gaining literacy skills. The study does not indicate the cross-age tutoring program alone contributed to students passing the End-of-Grade tests or gaining the positive effects observed.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Author: Heather A. Kruzicki
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 158
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Book Description
While cross-age reading practices are often utilized in schools, there has been limited research on the effects of this commonly used practice. Research has focused on cross-age tutoring, in which older students are trained to work with younger students on reading activities. However, many teachers do not train older students prior to their participation in cross-age reading programs. The purpose of the current study was to examine if a cross-age reading program, in which older students are paired with younger students and asked to read (without training), would have a positive impact on reading attitudes. Forty-five 5th grade students participated in a cross-age reading program and their reading attitudes were assessed before and after their participation in the program. Home reading environment was also included as a factor. Results indicated there was no significant change in reading attitudes for older students who participated in the cross-age reading program. There were no significant main effects of participation or home reading environment, and no interaction effects. Older students should be trained prior to working with younger students in order for cross-age reading practices to be more effective. Further research is needed on cross-age reading practices to truly understand their value.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 620
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Sinclair Goodlad
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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