NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ928297
Record Type: Journal
Publication Date: 2011-Apr
Pages: 7
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1741-4350
Peer Tutoring in Reading in Scotland: Thinking Big
Topping, Keith; Miller, David; Thurston, Allan; McGavock, Karen; Conlin, Nora
Literacy, v45 n1 p3-9 Apr 2011
A large-scale randomised-controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long-term evaluation, cross-age PR was significantly better than regular teaching, but same-age was not. On short-term evaluation, PR pupils did significantly better than control pupils in both years, and cross-age and same-age were similarly effective. Low socio-economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self-esteem were seen in same-age and cross-age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio-emotional gains is discussed, with implications for practice. (Contains 2 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)