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dc.contributor.advisorHenington, Carlen
dc.contributor.advisorReisener, Carmen D.
dc.contributor.authorMcMullin, William Arrel
dc.date2015
dc.date.accessioned2020-07-22T15:30:08Z
dc.date.available2020-07-22T15:30:08Z
dc.identifier.urihttps://hdl.handle.net/11668/18274
dc.description.abstractPeer tutoring as an instructional strategy has been used by school personnel to increase academic achievement in the classroom setting. Traditionally, the peer tutoring concept relies on student partnerships linking higher achieving students with lower achieving students for structured reading sessions. Recently, new studies have focused on linking students with comparable reading achievements or cross-age peer tutors. Research suggests that using peer tutors may promote higher reading fluency in at-risk students as compared to teacher instruction. A potential reason for this phenomenon includes students’ comfort level with peers allowing for a more easy development of reading growth. The purpose of this study is to determine the effectiveness, efficiency, and scalability of cross-age peer tutoring on reading fluency and reading comprehension. The study involved 7 fifth grade struggling readers as tutors to 7 third grade struggling readers. Reading to Read was used as the intervention protocol. The dyads met for 5 weeks with progress monitoring conducted at the beginning of each week. Results indicated consistent benefit in improving reading fluency in 13 of the 14 participants. Several implications to the study can be identified. Peer assisted learning can benefit both participants in reading fluency. Participating in the peer assisted learning process improves the attitudes toward reading of below grade level readers. Further implications, limitations, and future research relating to the results of this study are also discussed.
dc.publisherMississippi State University
dc.subject.otherPeer assisted learning
dc.subject.otherreading to read
dc.subject.otherbelow grade level readers
dc.subject.otherrepeated reading
dc.subject.otherread naturally
dc.subject.otherno child left behind
dc.subject.othercurriculum based assessment
dc.subject.otheroral reading rates
dc.subject.otherimmediate corrective feedback
dc.titleFacilitating Improved Reading Fluency in a Rural School District using Cross-Age Peer Tutoring
dc.typeDissertation
dc.publisher.departmentDepartment of Counseling and Educational Psychology
dc.publisher.collegeCollege of Education
dc.date.authorbirth1959
dc.subject.degreeDoctor of Philosophy
dc.contributor.committeeJustice, Cheryl A.
dc.contributor.committeeMcCleon, Tawny E.


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