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ERIC Number: EJ1111721
Record Type: Journal
Publication Date: 2013-Oct
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2014-3591
EISSN: N/A
Effects of Peer Tutoring on Reading Self-Concept
Flores, Marta; Duran, David
International Journal of Educational Psychology, v2 n3 p297-324 Oct 2013
This study investigates the development of the Reading Self-Concept and of the mechanisms underlying it, within a framework of a reading programme based on peer tutoring. The multiple methodological design adopted allowed for a quantitative approach which showed statistically significant changes in the Reading Self-Concept of those students who played the role of tutor in fixed peer tutoring. The qualitative approach of the analysis suggests that by performing the tutor's role, in an induced work atmosphere, by reading aloud and actively listening, by evaluating their effort, and engaging in meta-cognitive reflective processes, students become aware of their own capabilities and of their possibilities of improvement; thus promoting the development of the tutor's Reading Self-Concept.
Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A