Peer Tutoring of Comprehension Strategies

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.

A Promising Prospect for Minority Retention: Students Becoming Peer Mentors

“…Peer mentoring and tutoring gained popularity as an intervention over two decades ago. Researchers (Cloward, 1976;Maxwell, 1994;Pickens & McNaughton, 1988;Strodtbeck, Ronchi, & Hansell, 1976) have concluded that the tutoring process has academic and psychological benefits to the tutor as well as the tutee. For instance, Cloward (1976) stated that "the tutor was the major beneficiary of the tutorial experience" (p. 227) in terms of academic gains.…”

The Role of Metacognition in Reading Instruction

“…The findings of the present study are by no means unique. In a study by Pickens & McNaughton (1988), it was found that 12-year-old poor readers improved in comprehension and recall, but only minor improvements were detected in verbalized metacognitive knowledge, self-concept and attitude to reading. Dewitz et al (1987) report that fifth-graders who were taught comprehension monitoring improved in reading comprehension but their metacognitive awareness did not improve.…”

Recent Explorations Into the Etiology of Reading Difficulties: Insights from Language and Cognition

“…Vygotsky's ideas on the social mediation of strategic learning has resulted in a productive research orientation (e.g., Brown & Ferrara, 1985;Palincsar, 1986;Paris, 1986;Pickens & McNaughton, 1988). An application is the principle of scaffolded instruction.…”