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1.
A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve 11 year‐old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data from interrupted time series research designs. A one‐tailed t‐test was also computed to test for significant differences in pre‐ and post‐test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention. 相似文献
2.
The development of deeper understanding and transferable skills in science requires continuous interactive discussion and feedback and extended practice in various contexts for generalisation. In primary schools, these desiderata are difficult to supply through direct teacher instruction, but might be feasible through interactive peer tutoring. This study aimed to evaluate cognitive and affective gains from cross-age peer tutoring for both tutees and tutors in science, using the “paired science” programme. For the first time this programme was used to focus on peer rather than parent tutoring and on junior school rather than early years pupils, and for the first time an objective measure of cognitive gain in science was used. Experimental peer tutees were a whole class (n=32) of seven- to eight-year-olds; tutors a whole class (n=33) of eight- to nine-year-olds in the same school. A parallel composite class of seven- to nine-year-olds (n=24) served as controls for tutees and tutors. A peer tutoring paired science intervention was implemented for two 30-minute sessions per week for eight weeks. Video and observational data indicated implementation integrity was satisfactory. Pre- and post-project assessments of understanding of scientific concepts and keywords of a random sample of tutees, tutors and their respective controls (4×n=10) were conducted. Additionally, the attitudes of all the tutees, tutors and their teachers towards their experiences were explored by post hoc questionnaire. On pre-post assessments of understanding of scientific concepts and keywords, the experimental group made significant gains while the control group made no gains, yielding effect sizes greater than one. Tutees made greater gains than tutors. The attitudes of the paired scientists and their teachers towards their experiences were generally very positive. It was concluded that cross-age peer tutoring of science using the paired science programme offers an effective pedagogical strategy, with both cognitive and affective benefits for both tutors and tutees. Recommendations for future research are made. 相似文献
3.
《The Journal of educational research》2012,105(6):341-346
AbstractResults from a questionnaire administered to 1,353 college students, who were to receive a tuition rebate for tutoring disadvantaged elementary school children, indicated that external rewards were not equally salient for all tutors. Tutors could be classified into 4 motivational groups on the basis of their primary reasons for tutoring. Extrinsically motivated tutors reported less change in their tutees, and were more critical of the tutoring experience than tutors professing differing degrees of intrinsic motivation. When tutors claimed both extrinsic and intrinsic motives, their other assessments were, unexpectedly, similar to those of internally motivated tutors. 相似文献
4.
Outcomes for methods to accelerate thinking skills involving some peer interaction have been more consistently positive than those for purely teacher‐directed or materials‐led methods. However, methods involving mainly or only peer interaction are rare. This paper describes and evaluates such a method for peer tutoring in thinking skills, which scaffolds interactive discourse based on a differentiated real book the tutorial pair has chosen to read together. This pilot study aimed to partial the impact on quality of thinking of a peer‐tutored thinking intervention from that of a peer‐tutored reading intervention, controlling for time on task and amount of peer interactivity. Experimental peer tutees were a whole class (n=28) of seven‐year‐olds; experimental tutors a whole class (n=31) of 11‐year‐olds. Comparison tutees were a whole class (n=27) of seven‐year‐olds; comparison tutors a whole class (n=30) of 11‐year‐olds. Classes/teachers within the same school were randomly assigned to conditions. In Phase 1, a paired reading intervention was implemented for six weeks for all groups. In Phase 2, the experimental classes of tutors and tutees engaged in the “paired thinking” (PT) method for 10 weeks, while the comparison group continued with paired reading. Both treatments involved one 20‐minute session weekly. Pre‐ and post‐test assessment of thinking skills and attitude to reading for all participants was conducted and post hoc subjective feedback gathered from participants. The experimental (PT) tutees showed significantly better performance in thinking skills than comparison (PR only) tutees, and some evidence of improved attitudes to reading. However, this was not true for the experimental (PT) tutors. Subjective feedback was very positive from the PT tutees and class teachers, but less positive from the PT tutors. Given the brevity and low cost in time and resources of the treatment, the finding of significant differences in measured thinking skills for the PT tutees is considered encouraging. Recommendations for refining organizational aspects of the implementation of PT and for future research are made. 相似文献
5.
Influence of a catalan peer tutoring programme on reading comprehension and self‐concept as a reader
This study relates to the results obtained in the development of reading comprehension (RC) and self‐concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi‐experimental design with the use of comparison groups and pre‐tests/post‐tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self‐concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self‐concept, the tutor's own role, his involvement with their tutees' progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor's reading self‐perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident. 相似文献
6.
In this study seven 10‐year‐old to 11‐year‐old students peer‐tutored seven six‐year‐old students in writing over a 10‐week period. Tutoring took place over 20‐minute sessions four times per week in the six‐year‐old students' regular classes during their usual writing time. The first author trained the tutors to assist tutees to (1) produce a writing plan, (2) use the plan to develop a piece of writing with help from the tutor, (3) proof‐read writing samples for meaning and accuracy, and (4) prompt tutees to make editing changes to their writing by asking appropriate questions. Samples of the writing of tutors and tutees were compared at baseline, intervention and follow‐up phases and the attitudes of participants towards the programme were evaluated. Unlike most peer tutoring programmes the study relied largely on intrinsic motivation for student participation, and utilised a procedure that required responsive feedback by tutors and a problem‐solving approach rather than a constrained linear methodology. Results indicated gains in terms of writing rate, accuracy, and audience ratings of clarity of message and enjoyment of writing, for tutors and tutees. Issues of programme maintenance and generalisation within the school system are discussed in addition to the implications for inclusive educational practice. 相似文献
7.
Bettina Müller Tobias Richter Ana Križan Teresa Hecht Marco Ennemoser 《Journal of Experimental Education》2016,84(4):744-763
Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed. 相似文献
8.
John Medcalf 《教育心理学》1989,9(3):252-262
In this study ten 9‐ to 11‐year‐old, low progress readers were randomly assigned to receive assistance through one of two remedial reading programmes, i.e. peer tutoring using Pause, Prompt and Praise procedures or an individualised tape‐assisted reading programme (TARP). An educational psychologist trained primary teachers to implement and monitor both programmes. Results of the eight‐week programme indicated substantial gains for readers on both programmes with gains being maintained and even increased at follow‐up. While reading gains for tutees on the peer tutoring programme were similar to those for readers on TARP, the greatest gains were made by peer tutors. 相似文献
9.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. 相似文献
10.
11.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
12.
This study aimed to assess the effects of single‐sex and cross‐gender pairings in the context of the ‘pause, prompt and praise’ procedures for improving reading, the effects of boys as tutors compared with girls as tutors and those of choice in sex of tutor. Four groups were involved in the study: boys tutoring boys, girls tutoring girls, girls tutoring boys and boys tutoring girls. The tutees were 24 Year 7 pupils and the tutors were 24 Year 10 pupils from a large suburban comprehensive school in the Midlands of England. The reading age of each of the tutees was measured both before and after the intervention so that gains in reading age could be evaluated. The results showed that peers could be successfully trained to use the pause, prompt and praise techniques and that these were effective in raising the reading standards of tutees in all four groups. However, little evidence was found to suggest that any of the pairings was any more successful than the others or that the sex of the tutor had any significant effect on the tutoring outcome. On the other hand, however, there was some evidence that choice of tutor sex might have an effect on gains in tutee's measured reading ages 相似文献
13.
Reading strategy use and motivation among Chinese good and poor readers in Hong Kong 总被引：1，自引：0，他引：1
Eighty‐three good readers and 76 poor readers were compared on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Poor readers scored lower than good readers in using all reading strategies, and especially in using sophisticated cognitive and metacognitive strategies. Poor readers also had lower intrinsic motivation in reading than had good readers. While the ability to use reading strategies had the strongest relation with reading comprehension, intrinsic motivation and strategy attribution might facilitate reading development through their positive relations with strategy use. Implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献
14.
Abstract Four low achieving 12‐year old readers were trained to tutor similar age low achieving readers in both general (monitoring) and specific (summarisation and illustration) for strategies reading comprehension. Repeated measures indicated that both tutors and tutees learned to use the strategies successfully. Use of both strategies enhanced comprehension for tutees. For tutors, there was evidence of generalisation of reading gains to their own reading. Gains made by tutors and tutees on two standardised reading tests were superior to gains made by a contrast group. Results are discussed in terms of the effects of increased academic engaged time and increased strategy use on comprehension. 相似文献
15.
James P. Lassegard 《高等教育研究与发展》2008,27(4):357-369
International students often require extracurricular assistance upon arrival in the host country. Many universities operate programs pairing international and domestic students for academic and adjustment assistance. The tutor system operating at Japanese national universities has similar objectives. Although the literature has highlighted several problems with the system, it is viewed as a viable form of educational assistance. This study examined the data from 38 interviews with tutors, international student tutees, and administrators, qualitatively analysing the perspectives of these stakeholders to uncover the main factors determining program effectiveness. Data analysis revealed several main themes relating to tutoring effectiveness, and differences were found in how tutors and tutees perceived their participation in the system. Although tutees tended to focus on the interpersonal relationship, tutors were more concerned about their tutoring ability. Implications of the findings are discussed for enhancing peer‐pairing programs to better accommodate the needs of students. 相似文献
16.
Kit‐ling Lau 《Journal of Research in Reading》2016,39(2):153-170
This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline. 相似文献
17.
Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building. 相似文献
18.
Kit‐Ling Lau 《Journal of Research in Reading》2006,29(4):383-399
This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think‐aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think‐aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献
19.
Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In
this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and
responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned
most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the
source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities,
when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions
that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive.
Directions for future research are also discussed. 相似文献