Cross-age Tutoring Research Articles

Outcomes and process in reading tutoring

Background: Large-scale randomised controlled trials are relatively rare in education. The present study approximates to, but is not exactly, a randomised controlled trial. It was an attempt to scale up previous small peer tutoring projects, while investing only modestly in continuing professional development for teachers. Purpose: A two-year study of peer tutoring in reading was undertaken in one local education authority in Scotland. The relative effectiveness of cross-age versus same-age tutoring, light versus intensive intervention, and reading versus reading and mathematics tutoring were investigated. Programme description (if relevant): The intervention was Paired Reading, a freely available cross-ability tutoring method applied to books of the pupils’ choice but above the tutee's independent readability level. It involves Reading Together and Reading Alone, and switching from one to the other according to need. Sample: Eighty-seven primary schools of overall average socio-economic status, ability and gender in one council in Scotland. There were few ethnic minority students. Proportions of students with special needs were low. Children were eight and 10 years old as the intervention started. Macro-evaluation n = 3520. Micro-evaluation Year 1 15 schools n = 592, Year 2 a different 15 schools n = 591, compared with a comparison group of five schools n = 240. Design and methods: Almost all the primary schools in the local authority participated and were randomly allocated to condition. A macro-evaluation tested and retested over a two-year period using Performance Indicators in Primary Schools. A micro-evaluation tested and retested within each year using norm-referenced tests of reading comprehension. Macro-evaluation was with multi-level modelling, micro-evaluation with descriptive statistics and effect sizes, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). Results: Macro-evaluation yielded significant pre–post gains in reading attainment for cross-age tutoring over both years. No other differences were significant. Micro-evaluation yielded pre–post changes in Year 1 (selected) and Year 2 (random) greater than controls, with no difference between same-age and cross-age tutoring. Light and intensive tutoring were equally effective. Tutoring reading and mathematics together was more effective than only tutoring reading. Lower socio-economic and lower reading ability students did better. Girls did better than boys. Regarding observed implementation quality, some factors were high and others low. Few implementation variables correlated with attainment gain. Conclusions: Paired Reading tutoring does lead to better reading attainment compared with students not participating. This is true in the long term (macro-evaluation) for cross-age tutoring, and in the short term (micro-evaluation) for both cross-age and same-age tutoring. Tutors and tutees benefited. Intensity had no effect but dual tutoring did have an effect. Low-socio-economic status, low-ability and female students did better. The results of the different forms of evaluation were indeed different. There are implications for practice and for future research.

Latinos in Action: Cultivating Academics, Access, Equity, and Future Bilingual Educators

Developing bilingual teachers is critical in closing the achievement gap experienced by bilingual and Latino children. This qualitative case study investigated the benefits of an academically grounded cross-age tutoring program designed to support low-income, bilingual high school students to graduate, pursue higher education, and explore education as a possible career. Data sources included observations, interviews, program artifacts, and quantitative academic indicators. Data were analyzed using grounded theory and narrative analysis. Theoretically framed as social design experiment (Gutierrez & Vossoughi, 2010), the study employs cultural historical perspectives and qualitative research to define underlying principles of transformative practice. Findings demonstrate shifts in individuals’ learning, identity, and efficacy, as well as shifts in the institutional context and teacher attitudes as a result of the students’ words and actions. Students’ experiences upon graduation also point to the essential work that Teacher Educators and Universities will need to undertake to support these young people if their journey to teaching is to be successful.

Tutoring Adolescents in Literacy: A meta-analysis

What does research reveal about tutoring adolescents in literacy? We conducted a meta-analysis, identifying 152 published studies, of which 12 met rigorous inclusion criteria. We analyzed the 12 studies for the effects of tutoring according to the type, focus, and amount of tutoring; the number, age, and language background of students; and the quality of the research. Despite variability, these studies suggest benefits, notably for cross-age tutoring, reading, and small tutoring programs of lengthy duration.

Outcomes in a randomised controlled trial of mathematics tutoring

Background: Large-scale randomised controlled trials (RCT) are relatively rare in education. The present study was an attempt to scale up previous small peer tutoring projects, while investing only modestly in continuing professional development for teachers. Purpose: A two-year RCT of peer tutoring in mathematics was undertaken in one local education authority in Scotland. The relative effectiveness of cross-age vs same-age tutoring, light vs intensive intervention, and mathematics vs mathematics + reading tutoring was investigated. Programme description: The intervention was Duolog Math, a freely available tutoring method for working with mathematical problems, involving discussion following eight structured steps and including summarising and generalising at the end. Sample: Eighty-six primary schools in one council in Scotland of average socio-economic status. Children were of mixed ability and mixed gender, with few ethnic minorities or special needs in relation to background population. Macro-evaluation n = 3520. Micro-evaluation Year 1 n = 334, Year 2 n = 447 cf. comparison group n = 85. Design and methods: Almost all the primary schools in the local authority participated and were randomly allocated to condition. A macro-evaluation tested and retested using Performance Indicators in Primary Schools over a two-year period. A micro-evaluation tested and retested within each year using a criterion-referenced test of mathematical problem solving. Macro-evaluation was with multi-level modelling, micro-evaluation with descriptive statistics and effect sizes; ANCOVA and MANOVA. Results: Macro-evaluation yielded significant pre–post gains in mathematics attainment for cross-age tutoring in randomly allocated classes over both years. No other differences were significant. Micro-evaluation yielded pre–post gains for selected schools in Year 1, but no overall gains for randomly allocated schools in Year 2 compared with comparisons. However, Year 2 girls, mathematics-only groups and less able students did gain significantly. Conclusions: Duolog Math tutoring does lead to gains in mathematics attainment compared with students not participating, but only for cross-age tutoring and girls, mathematics-only groups and less able mathematicians. Effectiveness varies according to type of tutoring (cross-age being better) and type of school (selected schools being better), but not intensity of tutoring. The results of the different forms of evaluation were indeed different.

Peer tutoring in reading: The effects of role and organization on two dimensions of self‐esteem

Paired reading (PR) is an application of peer tutoring. It has been extensively researched, and its efficacy across a range of outcomes has been established. Benefits include improvements in key reading skills, and also in affective aspects of learning. Several studies have shown gains in self-esteem, although measurement methods have varied, and the model of self-esteem has rarely been clearly articulated. To investigate the changes in self-esteem of children participating in a randomized trial of PR over a 15-week treatment period. To investigate the relative contribution of self-worth and self-competence to any gains in self-esteem. To investigate whether the pattern of change differs in children who take on different roles in the PR process. The participants comprised a subset of a large-scale randomized trial of peer learning (The Fife Peer Learning Project). Four schools were randomly selected from schools allocated to the same-age PR condition, and four schools from those allocated to the cross-age PR condition. The same-age group consisted of 87 primary 6 children (10-11 years old). The cross-age group consisted of 81 primary 6 children. The controls, from schools randomly selected from a neighbouring authority, consisted of 92 primary 6 children. A pre-post design employing self-report measures of self-esteem. Rosenberg's Self-Esteem Scale was used, with scores analysed for worth and competence. The treatment period was 15 weeks, with the participants following a prescribed PR process. Significant pre-post gains were noted in self-esteem, driven predominantly by improved beliefs about competence, in both same-age and cross-age conditions, but not for controls. Gains were also seen in self-worth in the cross-age condition. Further analyses of the influence of organizational condition (same-age or cross-age) and role played (tutor vs. tutee) showed significant differences between same-age tutors and cross-age tutors in relation to self-worth. Effect sizes were generally small or moderate. The findings provide further support for the belief that PR can enhance self-esteem. Importantly, the use of a two-dimensional model provides extra information about self-perceptions in PR contexts: first, the central role of self-competence; and second, the gains in self-worth which are associated with tutoring younger children (but not same-age peers). This new information has educational significance for schools considering the potential of peer tutoring and the benefits of different organizational conditions.

The Cost Effectiveness of 22 Approaches for Raising Student Achievement

Review of cost-effectiveness studies suggests that rapid assessment is more cost effective with regard to student achievement than comprehensive school reform (CSR), cross-age tutoring, computer-assisted instruction, a longer school day, increases in teacher education, teacher experience or teacher salaries, summer school, more rigorous math classes, value-added teacher assessment, class size reduction, a 10% increase in per pupil expenditure, full-day kindergarten, Head Start (preschool), high-standards exit exams, National Board for Professional Teaching Standards (NBPTS) certification, higher teacher licensure test scores, high-quality preschool, an additional school year, voucher programs, or charter schools. Limitations of the study are discussed and the findings are interpreted with regard to studies of the effect of performance feedback on student motivation and perceptions of control over academic outcomes.

Music Teacher Education Students as Cross-Age Reading Tutors in an After-School Setting

A class of music teacher education students ( N = 18) served as tutors in a cross-age reading program for fourth and fifth grade students enrolled in an after-school program. The qualitative study progressed in several phases: (a) Two experts with over 60 years collective teaching experience at the elementary school level were asked to recommend the “best book available for a cross-age tutoring project that would have the greatest appeal for this age category of student.” The selected book was The Pinballs by award-winning children’s author, Betsy Byars (Byars, 1977). (b) College-age tutors were asked to read the book, write a reaction to its content and give their opinion concerning how it could be used by classroom teachers. (c) Tutors were randomly paired with after-school children who were mostly identified as being low in reading skills and/or reading fluency. (d) Each dyad participated in a one-on-one session once a week for 30 to 50 minutes lasting for 10 weeks. (e) At the end of the 10 week period, each child was asked to write a short paragraph describing their reading experience. (f) Similarly, each college student was asked to write a lengthier description of their experiences. During the study, these college tutors were under the daily supervision of the regular after-school elementary teacher who supervised the entire program. Additionally, a university music education faculty member met weekly with the elementary teacher to discuss the project. This feedback loop provided an important aspect of the study.

Relative effectiveness of peer and cross-age tutoring in improving ianguage achievement of high need primary school pupils

This study was designed to determine the relative effectiveness of peer tutoring and cross-age tutoring on the language achievement of high need primary four pupils of public primary schools. The study adopted the equivalent group design with two experimental groups and a control group. Participants comprised of ninety pupils in primary four, their teachers, along with three each of primaries four and six pupils who respectively served in the study as peer and cross-age tutors. Assessment of language achievement was determined using a test developed for the purpose of the study (r= .79). Three hypotheses were posited and tested. Analysis of Variance indicated that there is a significant treatment effect on language achievement of participants (F 2,89 = 5.600; p .05) with control group (x = 3.600; p Key words: Peer tutoring; Cross-age tutoring; Language achievement; High need pupils; Primary schools

Understanding Academic Plagiarism in Schools

This paper discusses the importance of tutoring phonics in American High Schools. There are two distinct methods mentioned: Peer-Assisted tutoring and the Granger Cross-Age Tutoring Method. The Granger method is useful for Secondary students who are not in need of severe assistance in reading and phonics. The Peer-Assisted Tutoring Method is beneficial when both tutor and tutee are on an elementary reading level. This method ensures less embarrassment and frustration from the tutee because the tutor is also on the same reading level.

Integrating the 6+1 Writing Traits Model with Cross-Age Tutoring: An Investigation of Elementary Students' Writing Development

A mixed methodological approach was used to examine the effect of a cross-age tutoring writing program among second- and fourth-grade students in a rural elementary school in Delaware. Pre-test and post-test writing prompts were administered and evaluated using the 6+1 traits writing assessment rubric. Students were assessed qualitatively through written journal responses and group discussions, and interviews were conducted at the completion of the cross-age tutoring writing program. After detailed descriptive statistics were ascertained, an analysis of covariance test was performed. The analysis revealed that there was a statistically significant academic difference between fourth-grade students who participated in the cross-age tutoring writing program and the fourth-grade students who did not participate in the program. There was no statistically significant academic difference between the second-grade treatment and non-treatment groups.

Peer Supports andInclusive Education:An Underutilized Resource

Successful inclusion of students with disabilities in general education classrooms requires a variety of supports. This article demonstrates the role that peers can play in supporting each other. Whole-classroom strategies such as Class-Wide Peer Tutoring (CWPT) and cross-age tutoring are highlighted as methods of supporting inclusive education. Information is also provided about peer tutoring efforts at the secondary level in which students receive elective credit for supporting students with disabilities in general education classes. Suggestions for providing guidance and support for peer tutors are included. Further, this article explores the concept of establishing a cooperative classroom by addressing the 4 types of helping that must become common to all classrooms: requesting help, accepting help, refusing help, and providing help.

Improving computer skills of socially disadvantaged adolescents: Same-age versus cross-age tutoring

In a voluntary tutor-based training program, socially disadvantaged adolescents acquired basic computer skills. Two training groups were compared: one group was instructed by adolescents, the other by adults. Both groups achieved comparable results in a final test. The tutees' learning results did not differ with respect to their initial knowledge, gender, school type, or socio-economic status, nor did these factors interact with the training group. We identified a significant interaction between the tutees' immigration status and training group. These results are interpreted on the basis of (1) the tutees' attitudes towards adolescent and adult teachers, and (2) the instructional styles of adolescent and adult tutors. Finally, the adolescents' self-esteem increased throughout the program.

Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature

This article presents an updated research synthesis on the use of students with emotional or behavioral disorders as tutors and/or tutees. Thirty-eight studies from 1972 to 2002 were identified in which students with emotional or behavioral disorders served as tutors and/or tutees in order to teach their peers a variety of academic and social skills. Within the instructional settings, a variety of peer tutoring models and configurations were found, including cross-age tutoring, which involves older students tutoring younger students, and same-age tutoring, which involves students of the same age tutoring each other. In some studies, a reciprocal component was implemented in which students exchanged roles during the sessions so that each student served as the tutor and the tutee. Overall, results suggest that students with emotional or behavioral disorders can successfully serve as tutors and tutees in reading, writing, and math classes while this replication and expansion of previous research (Maheady, Harper, & Sacca, 1988; Maheady, Sacca, & Harper, 1988) offers promising results in social studies. In addition, recent peer-tutoring research has examined the use of explicit strategy instruction in content-area classes, moving beyond the basic skill and drill of factual information. Implications for future research and practice are discussed.

Cross-age tutoring and the reading together program

This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored. The advantages of Reading Together began to accrue during the second and third phases of the program. Comparisons to the teaching of reading in the students' regular classrooms were made, and those regular classroom teachers who favored a skills-based approach, as opposed to a whole language or phonics approach recorded the greatest gains for students in the participating group and also for those in the control group.

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications

This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and otherminority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring programs are discussed.

Tutoring Phonics in Secondary School

This paper discusses the importance of tutoring phonics in American High Schools. There are two distinct methods mentioned: Peer-Assisted tutoring and the Granger Cross-Age Tutoring Method. The Granger method is useful for Secondary students who are not in need of severe assistance in reading and phonics. The Peer-Assisted Tutoring Method is beneficial when both tutor and tutee are on an elementary reading level. This method ensures less embarrassment and frustration from the tutee because the tutor is also on the same reading level.

Cross-Age Tutoring: Exploring the Characteristics and Process of Peer-Mediated Learning

The purpose of this study was to explore peer tutoring from a Vygotskian perspective. It was a collaborative effort between the researchers and two elementary teachers to design and study a cross-age tutoring program at their school. Fifth graders and kindergartners were paired for an hour per week for 1 academic year: Teachers paired dyads based on their gender and academic ability within their grade levels. Ten dyads were selected to participate in this study. They worked on five randomly selected tasks with different levels of complexity and demand. Quantitative and qualitative techniques were used to analyze the data. The results pointed to the positive effects of cross-age tutoring on dyads' social and affective behavior: In addition, the findings suggested that the demand and orientation of the tutorial task had a greater influence on the quality of the dyads' interactions than did the complexity of tasks or the composition of dyads.

Peer and Cross-Age Tutoring in Music

Peer and Cross-Age Tutoring in Music

Comparing alternate teaching styles to teach computing skills to girls in their English classes

Low female participation rates in computing are a current concern of the education sector. To address this problem an intervention was developed — computing skills were introduced to girls in their English classes using three different teaching styles: peer tutoring, cross-age tutoring and teacher instruction (control). The sample comprised 136 girls from Years 8 and 10 from a single-sex government school. A pre-test post-test quantitative design was used. To describe the students perspectives, qualitative data were collected from six focus groups conducted with 8–10 students — one from each of the six classes. It was predicted that cross-age tutoring would yield more positive effects than peer tutoring which, in turn, would yield more positive effects than traditional teacher instruction as assessed by achievement on class tasks and attitudes towards computing. The hypothesis was not supported by the quantitative analysis, however in the qualitative data cross-age tutoring was appraised more favourably than peer tutoring or teacher instruction. The latter was the least preferred condition due to: (1) inefficiency; (2) difficulty understanding teachers' explanations; and (3) lack of teacher knowledge. Problems with the implementation of the intervention identified in the focus groups were teacher differences, system failures, missed classes, lack of communication, and selection of computing activities. Practical suggestions were provided relevant to the introduction of cross-age tutoring and the use of computers within secondary level English classes.

Pupils Helping other Pupils with their Learning: Cross-age tutoring in a primary and secondary school

The study describes cross-age tutoring in two very different settings: a rural primary school and an urban secondary school. In each setting the aims were social as well as academic; the academic focus was on language work, including reading. In the primary school, Year 4 pupils (aged 8-9 years) worked with reception pupils (aged 4-5 years) to produce story books with illustrations and a text which incorporated individualised key words. In the secondary school, Year 9 pupils (aged 13-14 years) worked with Year 7 pupils (aged 11-12 years) whose reading age made it difficult for them fully to access the curriculum. In the primary school both boys and girls were involved; in the secondary school, only boys. There was no clear pattern of improvement in the language skills of either group of tutees but both felt more positively about reading. There were some indications that relations between younger and older pupils were developing in positive ways. In both projects the tasks were clearly defined and even the 8-year-old pupil tutors had a sound grasp of what the tutoring process entailed.