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ERIC Number: ED066731
Record Type: RIE
Publication Date: 1971
Pages: 205
Abstractor: N/A
Reference Count: N/A
The Effectiveness of a Cross-Age Tutoring Design in Teaching Remedial Reading in the Secondary Schools.
Dillner, Martha Harriet
The major purpose of this study was to ascertain the growth in reading skills, self-concepts, attitudes toward school, and social relationships of a selected group of senior high school remedial readers who had served as tutors in reading for junior high school remedial readers. The study lasted almost one school year. The tutors were volunteers from a low ability English class, and thirteen randomly selected students of comparable ability served as a control group. Standardized reading and self-concepts tests were given both groups at the beginning and end of the study. Tutors attended a one-hour seminar the day before each weekly tutoring session to prepare their lessons and a short seminar immediately following each session to evaluate the tutoring and make plans for improvement. Though the tutors gained significantly in many areas, the only significant difference in reading skills between the groups was in poetry comprehension, and the only difference in self-concept was in autonomy. There was no significant difference in the relationship between reading and self-concept or between reading and attitude toward school. Looking at each group separately, a significant relationship between growth in reading and growth in attitude toward school existed for the tutors. (Author/TO)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-15,671, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed. D,; Dissertation, The University of Florida