Cross-age Tutoring Research Articles

Reading Interventions for Students with Emotional/Behavioral Disorders

Although children with emotional or behavioral disorders (E/BD) demonstrate significant difficulties in reading, little research has addressed the efficacy of reading interventions with this population. This study began with a review of literature published since 1975 regarding reading interventions with elementary school students with E/BD. Because only eight publications were found that met their selection criteria, the authors conducted a focus group with teachers of students with E/BD. Among the themes voiced by teachers were the emotional variability of their students, fear of failure and trust issues, and the ensuing challenges of motivating students. Both the literature review and the focus group indicated that cross-age tutoring and direct or explicit instruction may hold some promise for students with E/BD. However, neither the review nor the focus group revealed specific instructional procedures that are helpful with these students. The lack of a knowledge base in this area is particularly disturbing given the current priority placed on early reading, the push toward inclusion, and the requirement of access to the general education curriculum for students with E/BD.

Grouping Practices and Reading Outcomes for Students with Disabilities

This meta-analytic review investigated the relationship between reading outcomes for students with disabilities (learning disabilities, behavior disorders) and the grouping formats (student pairs, small groups, combinations of different formats) used during their reading instruction. Twenty studies produced between 1975 and 1995 met criteria for inclusion in the meta-analysis. Results indicated positive effects for alternative grouping formats compared to whole class instruction; support for the efficacy of student pairing was particularly strong. In addition, analyses indicated that outcomes for students involved in cross-age tutoring varied significantly by students' role (tutor vs. tutee) within the pair. Implications of the findings are discussed with regard to classroom practice in the teaching of reading to students with disabilities.

Helping Struggling Readers: Linking Small-Group Intervention With Cross-Age Tutoring

Helping Struggling Readers: Linking Small-Group Intervention With Cross-Age Tutoring

Effects of a Cross-Age Tutoring Program on Computer Literacy Learning of Second-Grade Students

AbstractThis study examined the effects of a cross-age tutoring program on computer literacy learning of second graders. The tutoring program consisted of 3 training sessions, 10 weekly 30-min tutoring sessions, and 3 support conferences. Seventeen fourth-grade students tutored seventeen second graders on three computer programs: a keyboarding program, a problem-solving program, and a word processing program. Observations of the second-grade tutees were conducted before and after the tutoring program to determine the effects of the tutoring program on their computer literacy learning. The results indicated that prior to the tutoring, five second graders could play a game, and three of them could use a simulation program. The observations following the program indicated that all 17 tutees could use and interact with the programs presented, a game, and a simulation program.

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language

In this study, we investigated the efficacy of 2 related interventions on the reading comprehension of seventh and eighth graders with learning disabilities who used English as a second language. All 26 students participated in reciprocal teaching for 15 days and then were randomly assigned for 12 days to 1 of 2 groups: reciprocal teaching with cooperative grouping (n = 13) or reciprocal teaching with cross-age tutoring (n = 13). Though there were no statistically significant differences between groups on 2 measures of comprehension, students in both groups made significant progress in reading comprehension. Analyses focused on understanding the performance of more and less successful students within groups. Findings revealed that initial reading ability and oral language proficiency seemed related to gains in comprehension, that a greater range of students benefited from strategy instruction than would have been predicted on the basis of previous research, and that students in both groups continued to sh...

Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring

This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, including behavior ratings, we did not detect treatment effects.

The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders

Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.

Low-Achieving Students as Successful Cross-Age Tutors

Low-Achieving Students as Successful Cross-Age Tutors

Development of a School Building Model for Educating Students with Handicaps and At-Risk Students in General Education Classrooms

This study, conducted in the context of a 4-year project to redesign special and remedial services in an elementary school, examined the effects of cooperative learning, cross-age tutoring, and in-class services for students with handicaps and remedial students. All students (524) in Grades 1 through 6 in two medium-sized elementary schools took part in the study. All three treatments were introduced into one of the schools, with the second school serving as a control. The cooperative learning treatment was delivered to all sixth-grade students, cross-age tutoring to special and remedial students in Grades 1 through 3, and the in-class services to all grade levels. Results indicated that, although the character of the instructional services changed markedly, none of the three treatments had much impact on achievement. Reasons for the findings are explored.

Cross-Age Tutoring: Students Teaching Students

24 ross-age tu toring (CAT) is a method M of instruction in which older M students help younger ones to learn. It can be used with a single individual or with a very small group. Middle school students are ideal tutors for this type of program. Since this may be the first real life job for many of the student tutors, using selection procedures similar to those in the real working world creates an additional learning experience that is an extra bonus for the tutors.

Disabled Learners As Able Teachers

A cross-age tutoring project for LD high school students is described.

Cross‐Age Tutoring in Frankley

Cross‐Age Tutoring in Frankley

Ethnic Similarity, Tutor Expertise, and Tutor Satisfaction in Cross-Age Tutoring

Path analysis was employed to examine the effects of tutor-tutee ethnic similarity, tutor expertise variables, and perceived goal attainment variables on the satisfaction of college student tutors of disadvantaged elementary school children. Hypotheses were based upon theories of job satisfaction, role modeling, and intragroup conflict, as well as upon past research. Data were collected by mailed questionnaires from 425 tutors participating in a large-scale tutorial project. Results showed the major factor directly influencing satisfaction to be the extent to which tutors felt they had achieved project goals. Ethnic similarity had an indirect impact, whereas expertise manifested both direct and indirect effects.

Ethnic Similarity, Tutor Expertise, and Tutor Satisfaction in Cross-Age Tutoring

Path analysis was employed to examine the effects of tutor-tutee ethnic similarity, tutor expertise variables, and perceived goal attainment variables on the satisfaction of college student tutors of disadvantaged elementary school children. Hypotheses were based upon theories of job satisfaction, role modeling, and intragroup conflict, as well as upon past research. Data were collected by mailed questionnaires from 425 tutors participating in a large-scale tutorial project. Results showed the major factor directly influencing satisfaction to be the extent to which tutors felt they had achieved project goals. Ethnic similarity had an indirect impact, whereas expertise manifested both direct and indirect effects.

The effectiveness of cross-age tutoring with truant, junior high school students with learning disabilities.

The purpose of this study was to determine the effects that result when truant and tardy junior high school students with learning disabilities are used as tutors for younger LD pupils. After 6 weeks of tutoring, the 16 tutors made significant gains in locus of control. In addition, most of the tutors showed a decrease in truant and tardy behaviors.

Direct Replication of a Cross-Age Tutoring Program Involving Handicapped Adolescents and Children

A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was re...

Handicapped adolescents as cross-age tutors: program description and evaluation.

A multi-element cross-age tutoring program is described and program evaluation results are reported. The program was designed by the author and implemented in numerous public school settings. It involved handicapped adolescents as tutors of elementary school handicapped children. Tutoring was provided twice a week, over a 10 week period, in areas of reading, language arts, and mathematics. Training, planning, and support were provided to the tutors by school specialists (e.g., counselor, psychologist) and special education teachers. Program evaluation results suggest that the various elements of the program can be readily implemented in public school districts, and that the program is effective in enhancing scholastic performance, both of tutors and tutees.

The effects of reward on tutor's behaviors in a cross-age tutoring context

Utilizing a cross-age tutoring context, this study examined the effects of reward on the teaching behaviors of the tutor, the tutor's subsequent motivation to continue to teach during a free choice period, and the social interaction between a tutor and a tutee. Third-grade boys and girls ( n = 96) who exhibited a positive reinforcement style were asked to teach six addition problems to a first-grade boy or girl ( n = 96). The children were randomly assigned to pairs and to one of the three reward conditions. In the performance-contingent reward condition, the tutors were promised a toy if the first-grader learned all of the arithmetic problems. In the noncontingent reward condition, the tutors were promised a toy for teaching the first-grader. In the no reward condition, the tutors taught the first-grader without promise of a toy. The results indicated that the social interaction was rated lower for the children in the performance-contingent group and that the tutors in this group spent less time teaching during the free choice period. However, neither the tutor's teaching style nor the tutee's post-test performance was adversely affected by the reward.

An Examination of the Effectiveness of a Cross-Age Tutoring Program in Mathematics for Elementary School Children

The effectiveness of a supervised cross-age tutoring program in mathematics operations was assessed using 51 grade-six children and 25 grade-five children who tutored 51 grade-three and 25 grade-two children on a one-to-one basis for 30 minutes per day, four days per week over five weeks. Twenty-four grade-six and 31 grade-three children (within-school controls) and 18 grade-six, 21 grade-five, 32 grade-three and 32 grade-two children (noncontact school controls) did not take part in the tutoring program. Assessments were undertaken for the 152 experimental group children and the 158 controls prior to, and following the tutoring program to measure mathematics-operations and other mathematics achievements. Self-esteem of tutors and nontutors, and the reactions of tutors, tutees, relevant teachers and parents were also assessed. The fifth and sixth grade tutors effectively increased the operational mathematics achievements of their tutees: the increases in tutors’ and tutees’ mathematics achievements being significantly greater than those of the control children. Tutors were superior to nontutors in “operations” and “other” mathematics, whereas tutees were superior to nontutees only in mathematics operations, the focus of the program. Additional analyses showed that tutors’ pre-intervention mathematics abilities were not significantly related to tutees’ achievements in operations, nor was the self-esteem of tutors appreciably affected by their tutoring experience. Reactions to the program from tutors, tutees, parents and teachers were generally favourable.

An Examination of the Effectiveness of a Cross-age Tutoring Program in Mathematics for Elementary School Children

The effectiveness of a supervised cross-age tutoring program in mathematics operations was assessed using 51 grade-six children and 25 grade-five children who tutored 51 grade-three and 25 grade-two children on a one-to-one basis for 30 minutes per day, four days per week over five weeks. Twenty-four grade-six and 31 grade-three children (within-school controls) and 18 grade-six, 21 grade-five, 32 grade-three and 32 grade-two children (noncontact school controls) did not take part in the tutoring program. Assessments were undertaken for the 152 experimental group children and the 158 controls prior to, and following the tutoring program to measure mathematics-operations and other mathematics achievements. Self-esteem of tutors and nontutors, and the reactions of tutors, tutees, relevant teachers and parents were also assessed. The fifth and sixth grade tutors effectively increased the operational mathematics achievements of their tutees: the increases in tutors’ and tutees’ mathematics achievements being significantly greater than those of the control children. Tutors were superior to nontutors in “operations” and “other” mathematics, whereas tutees were superior to nontutees only in mathematics operations, the focus of the program. Additional analyses showed that tutors’ pre-intervention mathematics abilities were not significantly related to tutees’ achievements in operations, nor was the self-esteem of tutors appreciably affected by their tutoring experience. Reactions to the program from tutors, tutees, parents and teachers were generally favourable.