Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students

Research output: Contribution to journalArticle

4 Citations (Scopus)
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Abstract

A randomized controlled trial of peer tutoring was undertaken in 60 Grade 6/Year 7, and 60 Grade 8/Year 9 classrooms (1299 Grade 6/Year 7 students and 1275 Grade 8/Year 9 students). Grade 8/Year 9 students acted as reading tutors to Grade 6/Year 7 students. Reading attainment was measured with an independent commercially available standardized reading attainment test with two sub-scales, sentence completion and passage comprehension. Results of multi-level modeling indicated significant gains in sentence completion for students acting as tutors in the bottom decile of reading, with no gains, nor deficits observed in the sample as a whole.
Original languageEnglish
Number of pages10
JournalInternational Journal of Educational Research
Volume94
Early online date12 Mar 2019
DOIs
Publication statusEarly online date - 12 Mar 2019

Keywords

  • peer tutoring,
  • paired reading,
  • schools,
  • cooperative learning

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  • Activities

    • 1 Invited talk

    Research and practice of using peer tutoring in schools to promote student reading development

    Allen Thurston (Advisor)

    23 Jun 2017

    Activity: Talk or presentation typesInvited talk

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    Prizes

    AERA Outstanding Research Award

    Thurston, Allen (Recipient), 2013

    Prize: Prize (including medals and awards)

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