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ERIC Number: EJ703704
Record Type: Journal
Publication Date: 2004-Mar-22
Pages: 10
Abstractor: ERIC
Reference Count: 34
ISSN: ISSN-0034-0510
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.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 10; Grade 5; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas