ERIC Number: ED395269
Record Type: RIE
Publication Date: 1995-Jun
Reference Count: N/A
Using Cross-Age Tutoring to Improve Reading Comprehension Skills in Elementary Language Arts Students.
Collier, Janet C.
This report describes a cross-age tutoring program implemented to improve reading comprehension skills in a group of regular students in a rural elementary school. A targeted group of four fifth-grade students and four second-grade students were matched for cross-age tutoring sessions. The students developed reading comprehension skills through the use of the strategies of Question/Answer/Relationship Technique and context clues. The fifth-grade targeted students were first instructed in the above strategies and then allowed to practice them, so that they internalized and transferred the skills to the fifth-grade reading comprehension level. The fifth-grade students' levels of self confidence and attitudes toward reading improved as a result of functioning as experts during the cross-age tutoring sessions. The second-grade students benefited by being able to read the entire story aloud with immediate corrective feedback and reinforcement, and also from being asked every inferential "guided reading question" suggested in the teacher's edition of the basal reader. If the student was unable to answer the guided reading question, a more experienced tutor was able to guide the student in the correct procedure for understanding what was read. Levels of success were measured by pretests and posttests of various kinds. Most participants, both fifth and second graders, showed considerable gains in their reading ability and attitudes. (Contains 7 tables of data and 12 references. Appendixes include surveys, context clues map, and story map.) (Author/TB)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Guided Reading Procedure; Question Answer Relationships Strategy
Note: M.S. Practicum, Nova Southeastern University.