ERIC Number: EJ703704
Record Type: Journal
Publication Date: 2004-Mar-22
Reference Count: 34
The Impact of Cross-Age Tutoring on Reading Attitudes and Reading Achievement
Davenport, Sandra V.; Arnold, Mitylene; Lassmann, Marie
Reading Improvement, v41 n1 p3 Spr 2004
The purpose of this study was to determine if cross-age peer tutoring of fifth graders with learning disabilities and kindergarten students would have an effect on reading attitudes and reading achievement. A tutoring program was designed to meet the literacy needs of fifth grade special education resource students as well as provide enriching literacy experiences for kindergarten students. Both groups were given a survey on attitudes towards reading before and after the program was implemented. The fifth graders were given a pretest and posttest to test their reading achievement. Cross-age peer tutoring has positive benefits for both tutors and tutees. Results support the extensive research on peer tutoring as a successful intervention for students at-risk for school failure. General and special education teachers can enhance student achievement by developing and implementing peer tutor programs. It measured the effects of cross-age tutoring on reading attitudes and reading achievement. Results indicated that the cross-age tutoring program had a positive effect on reading attitudes of the kindergarten students. It was evident that the special education students also made some progress towards reading achievement.
Descriptors: Grade 5, Kindergarten, Reading Attitudes, Reading Achievement, Learning Disabilities, Cross Age Teaching, Tutoring, Elementary School Students, Attitude Change, Program Effectiveness
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj.html.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 10; Grade 5; High Schools
Authoring Institution: N/A
Identifiers - Location: Texas