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The Effects Of Cross Age Tutoring On The Reading And Self Concept Scores Of Children Acting As Tutors In A Primary Resource Specialists Program
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Book Synopsis The Effects of Cross-age Tutoring on the Reading and Self-concept Scores of Children Acting as Tutors in a Primary Resource Specialist's Program by : Steven Gennaro
Download or read book The Effects of Cross-age Tutoring on the Reading and Self-concept Scores of Children Acting as Tutors in a Primary Resource Specialist's Program written by Steven Gennaro and published by . This book was released on 1979 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Master's Theses in Education by : T. A. Lamke
Download or read book Master's Theses in Education written by T. A. Lamke and published by . This book was released on 1979 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effects of Cross Age Tutoring Upon Reading, Arithmetic and Self Concept of Thirty Sixth-grade Pupils by : Rose D. Bottom
Download or read book A Study of the Effects of Cross Age Tutoring Upon Reading, Arithmetic and Self Concept of Thirty Sixth-grade Pupils written by Rose D. Bottom and published by . This book was released on 1970 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1991-10 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Index to American Doctoral Dissertations by :
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1974 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Cross-age Tutoring in Reading with At-risk First- and Second-grade Students by : April Larke Lanier
Download or read book Effects of Cross-age Tutoring in Reading with At-risk First- and Second-grade Students written by April Larke Lanier and published by . This book was released on 2013 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This evaluation was conducted to examine the effects cross-age tutoring in reading had on first-and second-grade academically at-risk students being tutored by fourth-and fifth-grade students"--Leaf iii.
Book Synopsis The effects of cross-age tutoring on reading fluency by : Lilian Guerra
Download or read book The effects of cross-age tutoring on reading fluency written by Lilian Guerra and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the strong focus on closing the achievement gap for all students and the implementation of the Common Core State Standards (CCSS), remediating the reading proficiency problems that are present in the state of California is more critical than ever. Research has determined the foundational skills necessary for students to become skilled readers. This study was conducted to determine if cross-age tutoring improves reading fluency. Fifth grade students at a Central Valley elementary school tutored third grade students 20 minutes daily over a 6-week period. A pre- and post Oral Ready Fluency Assessment was administered to the treatment and control group to determine the number of words read correct per minute. An ANCOVA was used to analyze the data and determine if there was a significant difference in the oral reading fluency between the third grade students who participated in cross-age tutoring and those who continued in the regularly scheduled activity of daily independent reading while controlling for preexisting differences. The results suggest that the students who did not participate in cross-age tutoring outperformed the students who did participate.
Book Synopsis A Study of the Effect of a Resource Room Cross-age Tutorial Program on Self-concept and Reading Ability by : Christine L. Smith (M.Ed.)
Download or read book A Study of the Effect of a Resource Room Cross-age Tutorial Program on Self-concept and Reading Ability written by Christine L. Smith (M.Ed.) and published by . This book was released on 1986 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Cross-age Tutoring on the Reading Achievement of Underachieving and Fifth Grade Students by : Richard John Jensen
Download or read book The Effects of Cross-age Tutoring on the Reading Achievement of Underachieving and Fifth Grade Students written by Richard John Jensen and published by . This book was released on 1991 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of a Cross-age Tutoring Program on Reading Achievement and Attitudes of Second-grade Readers by : Sandra Jean Bruggeman
Download or read book The Effects of a Cross-age Tutoring Program on Reading Achievement and Attitudes of Second-grade Readers written by Sandra Jean Bruggeman and published by . This book was released on 1994 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a Cross-age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students by : Ana Isabel Rodriguez
Download or read book Effects of a Cross-age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students written by Ana Isabel Rodriguez and published by . This book was released on 2013 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hispanic students are falling behind their peers in reading fluency and are struggling to close the gap. This study examined the reading fluency influence on 73 Hispanic second and third grade students while receiving reading fluency support from middle school Hispanic tutors. These students were compared to Hispanic second and third grade students not receiving tutoring reading support. All students were assessed before the tutors gave reading support, mid-year and after the reading support finished using a school district fluency measurement. Findings found that students made rapid growth in reading fluency from the beginning of the tutoring support to mid-year. From mid-year to the end of the tutoring support, students continued to make growth but at a slower rate. The study used a Likert scale questionnaire given to the teachers and administrators to evaluate perspectives of the effectiveness of the tutors. The findings indicate that tutors are beneficial in supporting the increase in reading fluency achievement as well as being role-models for young Hispanic students. Results of the study suggest that small group instruction guided by a tutor is beneficial to second and third grade students.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Children Teach Children by : Alan Gartner
Download or read book Children Teach Children written by Alan Gartner and published by . This book was released on 1971 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reciprocal Effects of Sixth Graders Tutoring Third Graders in Reading by : Frank John Paoni
Download or read book Reciprocal Effects of Sixth Graders Tutoring Third Graders in Reading written by Frank John Paoni and published by . This book was released on 1971 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the Study The purpose of this study was to investigate the effectiveness of an elementary student tutoring program in reading, as a teaching tool for improving student achievement in comprehension, vocabulary and attitude in the study of reading. Six directional hypotheses were formulated as follows: 1. The tutoring program will be significantly more effective for students acting as tutors than a traditional program in improving comprehension for sixth graders in reading. 2. The tutoring program will be significantly more effective for students acting as tutors than a traditional program in improving vocabulary for sixth graders in reading. 3. The tutoring program will be significantly more effective for students acting as tutors than a traditional program in improving attitude of sixth graders in the study of reading. 4. The tutoring program will be significantly more effective for students being tutored than a traditional program in improving comprehension for third graders in reading. 5. The tutoring program will be significantly more effective for students being tutored than a traditional program in improving vocabulary for third graders in reading. 6. The tutoring program will be significantly more effective for students being tutored than a traditional program in improving the attitude of third graders in the study of reading. For this study a total of four sixth and four third grade classes, 240 students, from Fernwood and Laurelhurst Elementary Schools in Portland, Oregon, were used. The design of the study was control-experimental group with 60 sixth graders tutoring 60 third graders, three days a week, 30 minutes per day, for a period of four months. All participants in the study were administered the pre and post Gates- MacGinitie Reading Tests and the San Diego County Inventory of Reading Attitude in measurement of the six directional hypotheses. The analysis of covariance was applied to the results to find if any significant differences existed between the tutoring and traditional programs at the .05 level. Findings The findings of the study indicated the acceptance of hypotheses three, four and six and the rejection of hypotheses one, two and five. The third graders who were tutored showed a statistically significant gain in reading comprehension as compared to those third graders who did not receive tutoring. Both the sixth grade tutors and third graders who received tutoring showed a statistically significant improvement in attitude toward reading than did the control group. The analysis of covariance failed to show a significant difference between the control and experimental group both at the sixth and third grade level in improving vocabulary in the study of reading. The results also failed to indicate a statistically significant difference between the sixth grade control and experimental groups in improving reading comprehension. Recommendations The following recommendations are suggested for further investigation in tutoring elementary students. 1. Further research studies be undertaken concerning reciprocal effects of elementary students tutoring other elementary students in various disciplines. 2. Further research studies be undertaken concerning the reciprocal effects of cross-age tutoring at the elementary level. 3. Further research studies be undertaken concerning the analysis of tutoring and the most effective manner in organizing a tutoring program. 4. Further research be conducted in the use of elementary students to tutor fellow elementary students for improving attitude toward reading for both the tutor and the tutored. 5. Further research be conducted in the use of elementary students to tutor fellow elementary students for improving comprehension in reading for both the tutor and tutored is also recommended.
Book Synopsis The Effect of Cross-age Tutoring and Language Experience Activities on the Reading and Language Achievement Scores of Third and Seventh Graders by : Lois Angela Silvernail
Download or read book The Effect of Cross-age Tutoring and Language Experience Activities on the Reading and Language Achievement Scores of Third and Seventh Graders written by Lois Angela Silvernail and published by . This book was released on 1987 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Cross-age Reading Intervention on Low-performing Fourth Grade Tutors' Reading Fluency, Attitude Toward Reading, and Self-concept by : Susan Abraham
Download or read book The Effects of Cross-age Reading Intervention on Low-performing Fourth Grade Tutors' Reading Fluency, Attitude Toward Reading, and Self-concept written by Susan Abraham and published by . This book was released on 2007 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of a Cross-age Tutorial Program: Hispanic Students Who Are Not Proficient In Reading Tutored By Non Hispanic Students Who Are Proficient In Reading by :
Download or read book The Effects of a Cross-age Tutorial Program: Hispanic Students Who Are Not Proficient In Reading Tutored By Non Hispanic Students Who Are Proficient In Reading written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the research has been to examine the effects of a cross-age tutoring program aimed at assisting Hispanic students in comprehension and fluency reading skills. The research process included exploring previous research on the topic and closely observing outcomes of students participating in the cross-age tutorial program. The tutorial program consisted of twenty-four sessions that lasted thirty minutes. Each lesson contained reading practice as well as related games and activities planned by the tutors. The ten Hispanic participants who were tutored were third graders performing at a level II in reading according to the North Carolina End-of-Grade test. The students who were used to tutor the third graders were ten level IV readers in the fifth grade. The research questions that drove the study were: 1) What are some effects when Hispanic students who are not proficient in reading are tutored by non-Hispanic students who are proficient in reading? 2) What are good reading strategies for Hispanic students? The study concluded with all twenty participants passing the End-of-Grade test in addition to other positive effects that will assist in gaining literacy skills. The study does not indicate the cross-age tutoring program alone contributed to students passing the End-of-Grade tests or gaining the positive effects observed.
