Author: Heather A. Kruzicki
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 158
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.
The Effects of Cross-age Reading on Upper Elementary Students' Attitudes Toward Reading
Author: Heather A. Kruzicki
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 158
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.
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 158
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.
A Study Into the Effects of Cross-age Tutoring on First Grade Students' Attitudes Toward Reading
Author: Kristen M. C. Pettis
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 72
Book Description
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 72
Book Description
The Effects of Cross-age Peer Tutoring on Sixth Grade Students' Attitudes Toward and Performance in Reading
Author: Matthew J. Everts
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 122
Book Description
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 122
Book Description
The Effects of a Cross-age Reading Program on Remedial Students' Attitudes Towards Reading
Author: Sara Lynn Handley
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 88
Book Description
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 88
Book Description
The Effects of Cross Grade Tutoring on Students' Attitudes Towards Reading
Author: Dana L. Hanley
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 126
Book Description
This project sought to identify changes in the attitudes of second and fourth grade students toward reading while actively involved with a cross-grade tutee. Results were such that cross grade tutoring was continued after the project was completed.
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 126
Book Description
This project sought to identify changes in the attitudes of second and fourth grade students toward reading while actively involved with a cross-grade tutee. Results were such that cross grade tutoring was continued after the project was completed.
The Effect of Cross-age Tutoring on Reading Achievement and Attitude Towards Reading
Author: Colleen E. Woods
Publisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 204
Book Description
Publisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 204
Book Description
The Effects of Cross-age Tutoring on First, Second, and Sixth Graders' Attitudes Towards Reading and Accurate Concepts of Reading Strategies
Author: Sandra Gallagher
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 108
Book Description
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 108
Book Description
Digital Literacies
Author: Colin Lankshear
Publisher: Peter Lang
ISBN: 9781433101694
Category : Computers
Languages : en
Pages : 334
Book Description
This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.
Publisher: Peter Lang
ISBN: 9781433101694
Category : Computers
Languages : en
Pages : 334
Book Description
This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.
Effects of Cross Age Tutoring on Second Graders' Instructional Reading Level and Fluency when Matched with Fifth Graders
Author: Amy S. Fiedler
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 88
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.
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 88
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.
The Effects of Cross-age Reading Intervention on Low-performing Fourth Grade Tutors' Reading Fluency, Attitude Toward Reading, and Self-concept
Author: Susan Abraham
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 134
Book Description
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 134
Book Description