Improving the Reading Skills of Urban Elementary Students Through Total Class Peer Tutoring

Reading proficiency is arguably the most important academic skill needed for school success. Students who fail to acquire basic reading skills in primary grades fall further behind their peers in intermediate and later grades. Despite national efforts to improve academic outcomes for all students, a recent national report in reading (National Center for Education Statistics, 2011) shows that 51% of African American, 49% of Hispanic, and 53% of Native American fourth-grade students were reading below basic levels. Included in this diverse group are students who speak a primary language other than English, commonly referred to as English Language Learners (ELLs). Although the need for early identification, systematic, and intensive intervention for struggling readers has been established (Lane, Menzies, Munton, Von Duering, & English, 2005), early interventions for at-risk students are underrepresented in the literature. For the purpose of this study, the term at risk was used to describe students from culturally and linguistically diverse groups performing below grade level on measures of early reading skills.Sight words, also referred to as high-frequency words, constitute a sizable portion of the text students encounter in reading. Many of these words do not conform to phonetic rules. Instruction in sight words not only can result in a corresponding increase in reading fluency and comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) but also can improve students' confidence levels and reduce their frustration with reading (Bliss, Skinner, & Adams, 2006). Efforts to identify effective sight word reading interventions for at-risk students have included peer tutoring interventions (e.g.,

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“…Kourea et al, 2007). First, the DORF was a distal measure, and not a direct measure of sight word generalization.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders

Musti‐Rao

Plati

2014

Remedial and Special Education

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“…As for nurse educators and faculty, peer teaching may reduce their workload in teaching, and provides them with more opportunities to observe and provide feedback to their students regarding their performance [22][23][24][25][26][27] .…”

Section: Introductionmentioning

confidence: 99%

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

El-Sayed

2013

JNEP

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Background: Peer teaching is an effective educational approach for nursing students. This prepares the students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes. The aim of this study was to assess the effect of peer teaching in a nursing administration course on undergraduate nursing students' performance. Methods:The study was conducted at the Nursing Administration Department, Faculty of Nursing, Zagazig University using a quasi-experimental nonrandomized comparative design. All 338 nursing students enrolled in the 4th year were invited to participate, and 333 (266 females and 67 males) agreed. These were divided into two groups: study and control. Three tools were used for data collection: Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire, and Peer Teaching Experience Questionnaire. Results:The study findings indicate that the performance score of the nursing students who learned by peer teaching will be significantly better than those trained by assistant teaching staff in traditional clinical sessions. The students in this group agreed upon many benefits of the peer teaching both as providers (teachers) and consumers (students). Conclusion:The study findings add to the literature supporting the use of peer teaching approach in nursing education practical training. The approach is beneficial for enhancing students' acquisition of skills with better performance, in addition to building-up their teaching abilities, which are integral part of their future nursing role.

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“…Its use has been extended to students at different levels of studies. They range from kindergarten (Brady, 1997), elementary (Heward, Heron, & Cooke, 1982), middle school (Nazzal, 2002), high school (Maheady, Sacca, & Harper, 1987) to college level (Fantuzzo, Riggio, Connelly, & Dimeff, 1989).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

Fong

2016

JEI

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Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher's observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students' abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.

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Improving the Reading Skills of Urban Elementary Students Through Total Class Peer Tutoring

Cited by 37 publications

References 18 publications

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

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