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ERIC Number: EJ726370
Record Type: Journal
Publication Date: 2005-Jun-22
Pages: 39
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-0973
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.
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium