Cross-age Peer Tutoring Research Articles

Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring.

Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects. The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a) teacher-led whole-class activities (STRAT), (b) reciprocal same-age (STRAT + SA), or (c) cross-age peer tutoring activities (STRAT + CA) on fifth graders' reading comprehension achievement. Twenty-two fifth-grade teachers and their 454 students from 19 different schools throughout Flanders (Belgium) participated. A quasi-experimental pretest post-test retention test design was used with three experimental (STRAT, STRAT + SA, and STRAT + CA) and a matched control group. The experimental interventions were implemented during an entire school year. Multilevel analysis revealed that the STRAT and STRAT + CA condition made a significantly larger pretest to retention test progress than the control group. The significant major progress was especially situated from pretest to post-test, during which the intervention took place. Concerning the STRAT + SA condition no significant differences with regard to the control group were detected. Pairwise comparisons of the experimental conditions indicated that the STRAT + CA condition's progress from pretest to retention test also exceeded the STRAT + SA condition's advancement significantly. The study corroborated the efficacy of the STRAT and STRAT + CA conditions' interventions as feasible tools to enhance fifth graders' reading comprehension achievement.

Cross-age peer tutoring of science in the primary school: influence on scientific language and thinking

The development of deeper understanding and transferable skills in science requires continuous interactive discussion and feedback and extended practice in various contexts for generalisation. In primary schools, these desiderata are difficult to supply through direct teacher instruction, but might be feasible through interactive peer tutoring. This study aimed to evaluate cognitive and affective gains from cross-age peer tutoring for both tutees and tutors in science, using the “paired science” programme. For the first time this programme was used to focus on peer rather than parent tutoring and on junior school rather than early years pupils, and for the first time an objective measure of cognitive gain in science was used. Experimental peer tutees were a whole class (n=32) of seven- to eight-year-olds; tutors a whole class (n=33) of eight- to nine-year-olds in the same school. A parallel composite class of seven- to nine-year-olds (n=24) served as controls for tutees and tutors. A peer tutoring paired science intervention was implemented for two 30-minute sessions per week for eight weeks. Video and observational data indicated implementation integrity was satisfactory. Pre- and post-project assessments of understanding of scientific concepts and keywords of a random sample of tutees, tutors and their respective controls (4×n=10) were conducted. Additionally, the attitudes of all the tutees, tutors and their teachers towards their experiences were explored by post hoc questionnaire. On pre-post assessments of understanding of scientific concepts and keywords, the experimental group made significant gains while the control group made no gains, yielding effect sizes greater than one. Tutees made greater gains than tutors. The attitudes of the paired scientists and their teachers towards their experiences were generally very positive. It was concluded that cross-age peer tutoring of science using the paired science programme offers an effective pedagogical strategy, with both cognitive and affective benefits for both tutors and tutees. Recommendations for future research are made.

Cross-age peer tutoring in mathematics with seven-and 11-year-olds: influence on mathematical vocabulary, strategicdialogue and self-concept

Enhancing achievement in mathematics involves overcomingbarriers regarding discontinuity between school and other life contexts,motivational and other affective aspects, and language factors.The utility of cross-age peer tutoring using mathematical gamesand scaffolding of mathematical discourse in overcoming these barriersis explored in a study of prepost impact for both tutors and tutees.Participants were all the seven-year-old (n = 13) and 11-year-old(n = 14) pupils in a small, rural primary school. Aftermatching and training of pairs, the project ran for five weeks,with two sessions of 30 minutes each week. Pre- and post-intervention,tutors completed the Me-As-Learner Scale (MALS), classteachers completed the Behavioural Indicators of Self-esteem (BIOS)scale with respect to both tutors and tutees, and tutors and tutees completedquestionnaires on feelings and attitudes to mathematics. Verbalinteraction in a sample of pairs was recorded pre- and post-interventionand analysed. Tutors participated in group subjective feedback discussionsat mid- and post-intervention. Class teachers gave post hoc subjectiveevaluations. Tutors gained significantly overall on MALS and BIOS. Tuteesgained significantly overall on BIOS. The tutor overall questionnairegain was not significant, but the tutee gain was. Verbal interactionsshowed marked and significant increases in use of mathematical words,strategic dialogue and praise between partners, with a correspondingdecline in pro­cedural talk. Other qualitative improvementsin interactions were evident, and subjective feedback from tutorsand teachers was largely positive. This brief project appeared largely successfulin increasing self-esteem for both tutors and tutees, and in increasing boththe quantity and quality of interactive discussion about mathematics betweenchildren, as well as generic social and communication behavioursin the tutors. Questions remain about the longer-term duration ofthese gains, especially in different contexts. Recommendations forfuture research and practice are made.

Cross-Age Peer Tutoring: A Strategy for Promoting Self-Determination in Students With Severe Emotional Disabilities/Behavior Disorders

(1995). Cross-Age Peer Tutoring: A Strategy for Promoting Self-Determination in Students With Severe Emotional Disabilities/Behavior Disorders. Preventing School Failure: Alternative Education for Children and Youth: Vol. 39, Peers as Behavior Change Agents, pp. 32-37.

Reading gains for underachieving tutors and tutees in a cross-age tutoring programme.

A cross-age peer tutoring programme in reading is described in which three underachieving 10- to 11-year-old students tutored three underachieving 6- to 8-year-old students. The programme, a modification of the 'paired-reading' technique of Morgan and Lyon, involved both concurrent modelling of correct reading and praise for reading independently by peer tutors. When given general instructions to help, tutors did provide some assistance, but specific training was necessary before appropriate tutoring behaviours were used. Both tutees showed marked improvements in oral reading and comprehension on classroom exercises and standardised reading tests.

An Investigation of the Cross-Age Peer Tutoring Process: Some Implications for Instructional Design and Motivation

The Elementary School Journal Volume 82, Number 5 ? 1982 by The University of Chicago. All rights reserved. 0013-5984/82/8205-0005$0 1.00 Cross-age peer tutoring, the process by which children teach younger children, has had a relatively long history. In many cultures, older children traditionally have been given the responsibility for helping their younger peers acquire the knowledge and skills necessary to become functioning members of their families, peer groups, schools, etc. Organized cross-age peer tutoring programs were used extensively in working-class English schools during the Industrial Revolution to compensate for a shortage of trained teachers. As the number of professional teachers grew through the years, it became less necessary to use peer tutoring as an instructional resource to augment schools' professional staffs. However, there has recently been a revival of interest in establishing cross-age peer tutoring programs in schools. This interest in using students as instructional resources for each other is not the result of a teacher shortage. Instead, it represents a shift in our views on students' capabilities to play an active role in their education. Students are no longer seen as passive receivers of instruction, but are viewed as active participants in the instructionallearning process. In addition, research evidence on the beneficial effects of peer tutoring has made educators come to recognize more fully the potential in using students' talents to supplement teachers' instructional and motivational efforts. School programs that aim to provide instructional experiences adaptive to individual student differences have paid increasing attention to ways of having students provide additional instructional resources and motivation for their peers.