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ERIC Number: ED326858
Record Type: Non-Journal
Publication Date: 1985
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-908567-45-6
Peer Power: Using Peer Tutoring To Help Low-Progress Readers in Primary and Secondary Schools. Item 13.
Limbrick, Libby; And Others
SET: Research Information for Teachers, n2 1985
Based on the principle that children learn a great deal from other children, this booklet suggests ways to use the potential of the peer group to help other pupils become better readers. The first section, "Children as Natural Teachers," presents the advantages of using peer tutoring, the eight important components of a successful peer tutoring program, and the design of such a program. The next section describes "Paired Reading" (a technique pioneered in Britain): the technique, who can tutor whom, how much training tutors should have, how peer tutoring can be fit into the day, what reading materials can be used, and how to determine the instructional level. The third section discusses "The Mangere Technique": its techniques, how much training tutors should have, and what reading materials can be used. The booklet also notes points to watch out for in both programs, gives brief examples from four schools that use peer tutoring, and includes a tutor's handbook for paired reading as well as a report card and a tutor's checklist. (SR)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers - Location: New Zealand