Abstract
The paper reports data from a randomised trial of paired reading in 67 elementary classes. Schools used paired reading techniques with either cross-age (10-11 year old tutors and 7-8 year old tutees) or same-age (10-11 or 7-8 year old tutors tutoring tutees the same-age) pairs and with intensive (three times a week) or light (once a week) implementation. Data was collected using structured observations to assess the effect of cross vs same-age, and intensive vs light variables on implementation integrity. Data is reported from observations of 398, 7-11 year old pupils. Observations indicated that same-age pairings implemented techniques more effectively. Observations indicated that both intensive and light paired reading was implemented with equal integrity.
| Original language | English |
|---|---|
| Publication status | Published - 2009 |
| Event | 13th Biennial Conference for Research on Learning and Instruction - Amsterdam, Netherlands Duration: 25 Aug 2009 → 29 Aug 2009 http://www.earli.org/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2009 |
Conference
| Conference | 13th Biennial Conference for Research on Learning and Instruction |
|---|---|
| Abbreviated title | EARLI 2009 |
| Country/Territory | Netherlands |
| City | Amsterdam |
| Period | 25/08/09 → 29/08/09 |
| Other | Fostering communities of learners |
| Internet address |
Keywords
- Peer tutoring
- Primary school pupils
- Primary schools
- Reading