Peer Tutoring in Reading in Scotland: Thinking Big

Autor/inn/en	Topping, Keith; Miller, David; Thurston, Allan; McGavock, Karen; Conlin, Nora
Titel	Peer Tutoring in Reading in Scotland: Thinking Big
Quelle	In: Literacy, 45 (2011) 1, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1741-4369.2011.00577.x
Schlagwörter	Achievement Gains; Foreign Countries; Reading Ability; Peer Teaching; Tutoring; Reading Instruction; Paired Associate Learning; Control Groups; Experimental Groups; Age Differences; Socioeconomic Influences; Gender Differences; Teaching Methods; Instructional Effectiveness; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Ausland; Reading competence; Lesekompetenz; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Leseunterricht; Age; Difference; Age difference; Altersunterschied; Sozioökonomischer Faktor; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	A large-scale randomised-controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long-term evaluation, cross-age PR was significantly better than regular teaching, but same-age was not. On short-term evaluation, PR pupils did significantly better than control pupils in both years, and cross-age and same-age were similarly effective. Low socio-economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self-esteem were seen in same-age and cross-age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio-emotional gains is discussed, with implications for practice. (Contains 2 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10