ERIC Number: EJ726370
Record Type: Journal
Publication Date: 2005-Jun-22
Reference Count: N/A
Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions
Van Keer, Hilde; Verhaeghe, Jean Pierre
Journal of Experimental Education, v73 n4 p291 Sum 2005
The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy perceptions. For 2nd graders, multilevel analyses revealed significant STRAT and STRAT + CA effects; however, the effects did not last after finishing the program. Fifth graders in all 3 experimental conditions performed significantly better on the posttest than their control group peers. Results also showed continued growth for the STRAT and STRAT + CA conditions until at least 6 months after students finished the program. Moreover, on both the posttest and retention test, 5th graders in the STRAT + CA condition reported significantly fewer negative thoughts related to their reading proficiency.
Descriptors: Grade 2, Grade 5, Elementary School Students, Reading Instruction, Reading Strategies, Reading Comprehension, Instructional Effectiveness, Teaching Methods, Tutoring, Peer Teaching, Reciprocal Teaching, Cross Age Teaching, Self Efficacy, Student Attitudes, Pretests Posttests, Foreign Countries
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 5
Authoring Institution: N/A
Identifiers - Location: Belgium