A Cross-Age Tutoring Program to Support Students Who Struggle with Reading

Autor/in	McCool, Lauren
Titel	A Cross-Age Tutoring Program to Support Students Who Struggle with Reading
Quelle	(2022), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-4015-7
Schlagwörter	Hochschulschrift; Dissertation; Reading Difficulties; Middle School Students; Tutoring; Grade 6; Grade 7; Grade 8; Peer Teaching; Reading Comprehension; Vocabulary Development; Intervention + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Reading difficulty; Leseschwierigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Förderkonzept; Nachhilfeunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Peer group teaching; Peer Group Teaching; Leseverstehen; Wortschatzarbeit
Abstract	Moving instruction into the twenty-first-century is vital as educational systems across the United States are attempting to meet students' increasingly diverse needs. National, state, and district-level data have showcased that many students are not meeting grade-level expectations. Acknowledging the variance in student performance levels, schools of the twenty-first-century need to intervene through innovative formats to support the needs of various learners. Creating redesigned instruction to focus upon collaboration allowed students at Gunning Bedford Middle School to master content and skills for academic achievement in reading. The purpose of the study was to implement a cross-age tutoring program to support sixth-grade students who received tiered instruction through the Response to Intervention (RTI) framework. The tier two targeted intervention utilized a student's Reading Inventory (RI) Lexile measurement to understand current and projected grade-level growth. Sixth-grade tutees met daily with a seventh or eighth-grade tutor over nine weeks and utilized Peer-Assisted Learning Strategies (PALS) to aid comprehension and vocabulary skills. The study found statistically significant results for sixth-grade tutees. A majority of tutees increased their Lexile scores, and therefore, reading skills after engagement in the peer-led intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01