The Effects of a Peer Tutoring Programme to Improve the Reading Comprehension Competence Involving Primary Students at School and their Families at Home

Blanch, Sílvia; Durán, David; Coll, Marta Flores; Valdebenito, Vanessa

doi:10.1016/j.sbspro.2012.05.361

Cited by 8 publications

(9 citation statements)

References 3 publications

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“…In addition, Rahmasari (2011) conducted a study to look at the effect of PT on first grade students' reading comprehension. The results of this study demonstrated similar data with Blanch et al (2012) whereby PT was effective and helped enhance students' reading comprehension achievement.…”

Section: Peer Tutoringsupporting

confidence: 78%

“…Additionally, PT is a part of cooperative learning since it also promotes socialisation, team work and group processing (Blanch et al 2012). However, teachers still remain dominant in the classroom and teacher-centred class is still being emphasised (Rahmasari, 2011).…”

Section: Peer Tutoringmentioning

confidence: 99%

“…Thus, based on the literature, PT would be a suitable method to be executed at a home-school centre because students will be able to interact with each other and not relying on the teacher and at the same time develop social skills. Blanch et al (2012) researched on the effects of educational program involving PT and family tutoring on reading comprehension achievement. The findings presented in this study indicated an improvement on the reading comprehension skills and family tutoring aided in developing the academic skills of the child.…”

Section: Peer Tutoringmentioning

confidence: 99%

“…Moreover, studies have indicated that metacognitive reading strategies (MRS) is an ideal strategy to improve reading comprehension as it has provided many positive results in regards of students improvement (Tavakol, 2014). Additionally, peer tutoring (PT) is another efficient strategy that can assist student's learning by engaging students not only with the texts but with their peers (Blanch et al,2012).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Halim

Arif

Supramaniam³

2020

AJUE

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Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.

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Section: Peer Tutoringsupporting

confidence: 78%

Section: Peer Tutoringmentioning

confidence: 99%

Section: Peer Tutoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Halim

Arif

Supramaniam³

2020

AJUE

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“…Scholars such as Martin (2015) and Miravet et al (2014) aver that tutoring at university bridges the academic and experiential gap among first-year students. Globally, studies on university tutoring have tended to focus on experiences of implementing tutoring programmes (Miravet et al, 2014;Gazula et al, 2017), the evaluation of tutoring models (Narciss, 2017), the impact of tutoring on academic success (Cheng & Ku, 2009;Blanch et al, 2012;Ng & Low, 2015) and the relationship between the tutor and tutee (Derrick, 2015). These studies have provided critical theoretical underpinnings for tutoring, highlighting the pedagogical and efficacy benefits.…”

Section: Tutorshipmentioning

confidence: 99%

Sustaining a tutorship programme at a university of technology: A systems approach

Sithole

Gumede

2022

pie

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The role of tutorship programmes at universities is well documented. Given the continual challenges faced by universities such as low pass rates, low retention rates, low graduation rates, under-preparedness of first-year students, low throughput rates, and at-risk students, tutorship programmes have become an indispensable part of teaching and learning at universities. Tutorship programmes are one of the key interventions put in place by universities to ameliorate these challenges as part of student support and development mechanisms. It is said that a positive correlation exists between tutorship and improved student academic performance. Additionally, tutorship programmes are beneficial for tutors as well, as they develop critical skills throughout the programme. As such, it is befitting to reflect critically on the sustainability of the tutorship programme as a tool for student development (both the tutor and the student). This paper adopts a systems approach to reflect on the question of how to sustain a tutorship programme at a university of technology. A systems approach is a management technique used for examining all critical areas of an organisation. Within the context of higher education, it makes it possible to analyse teaching and learning enterprise and enable an appropriate analysis of the critical areas of the tutorship programme. A systems approach is adopted in this paper to demonstrate the holistic functioning of the tutorship programme, its tenets, as well as the factors that affect its sustainability. To understand the sustainability of tutorship, it is not enough to view it merely as a product of teaching and learning and the responsibility of academic departments and lecturers: rather, tutorship should be seen as an integral part of a university system, a more complex phenomenon than a mere sum of its constituent tenets, because the interrelationship between parts of the university plays a critical role for the sustainability of the tutorship programme.

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The Effect of Peer-Assisted Learning Strategies (PALS) on Preparatory Students in Mathematics

Ahmad

Karim

Bosli

et al. 2016

Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014)

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The Effects of a Peer Tutoring Programme to Improve the Reading Comprehension Competence Involving Primary Students at School and their Families at Home

Cited by 8 publications

References 3 publications

Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Sustaining a tutorship programme at a university of technology: A systems approach

The Effect of Peer-Assisted Learning Strategies (PALS) on Preparatory Students in Mathematics

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