A Study to Determine the Effect of Peer Tutoring on the Reading Efficiency and Self Concept of Disadvantaged Community College Freshmen: Final Report.

Autor/in	Ross, Sandra F.
Institution	Tarrant County Junior Coll. District, Ft. Worth, TX.
Titel	A Study to Determine the Effect of Peer Tutoring on the Reading Efficiency and Self Concept of Disadvantaged Community College Freshmen: Final Report.
Quelle	(1972), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Freshmen; Compensatory Education; Disadvantaged Youth; Educational Research; Educational Testing; Peer Teaching; Postsecondary Education; Remedial Programs; Remedial Reading; Research Methodology; Research Reports; Self Concept Measures; Tutoring; Two Year Colleges; Sequential Tests of Educational Progress; Tennessee Self Concept Scale + Suchen Sie Ihr Suchwort? Studienanfänger; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Bildungsforschung; Pädagogische Forschung; Peer group teaching; Peer Group Teaching; Post-secondary education; Tertiäre Bildung; Förderprogramm; Leseförderung; Research method; Forschungsmethode; Research report; Forschungsbericht; Förderkonzept; Nachhilfeunterricht
Abstract	This research was conducted within a one-year compensatory or basic studies program for college freshmen at Tarrant County Junior College, South Campus, Fort Worth, Texas. Students enrolled in the same reading course served as tutors and tutees in the classroom. The peer tutors were second-semester students and the tutees were first-semester students. Weekly in-service training meetings were conducted for the tutors who were paid to attend in addition to being paid for two hours per week of tutoring. All groups made gains in reading as well as self-concept. The greatest gains were made by the Spring tutors who had been tutees and by their tutees who had the advantage of the "experienced" tutors. Over a period of two semesters the tutees-who-became-tutors gained 34 percentiles on the Sequential Test of Educational Progress-Reading and 15 points on the Tennessee Self-Concept Scale. Students made better reading and self-concept gains in the role of teacher than in the role of student. Students receiving instruction from experienced tutors made slightly better gains than students paired with inexperienced tutors. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC