The Effects of Cross-age Tutoring on the Reading Achievement of Underachieving and Fifth Grade Students PDF Download
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Author: Richard John Jensen
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 398
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Book Description
Author: Richard John Jensen
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 398
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Book Description
Author: Robert Christian Borneman
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 164
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Book Description
Author: Sophie Bloom
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 72
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Book Description
Author: Ann Kelly
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 132
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Book Description
Author: Lilian Guerra
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 0
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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: David John Carberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Author: Donald Harding Olsen
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Laura Hopkins
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 54
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Author: Leanne Hughes Hilger
Publisher:
ISBN:
Category :
Languages : en
Pages : 242
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Author: Suzanne Nicole Meador
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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.
