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

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    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.

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

      Rights statement: Copyright 2019 Elsevier Ltd. This manuscript is distributed under a Creative Commons Attribution-NonCommercial-NoDerivs License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits distribution and reproduction for non-commercial purposes, provided thjavascript:void(0);e author and source are cited.

      Accepted author manuscript, 407 KB, PDF-document

      Embargo ends: 12/09/2020

    DOI

    Original languageEnglish
    Number of pages10
    JournalInternational Journal of Educational Research
    Journal publication date12 Mar 2019
    Volume94
    Early online date12 Mar 2019
    DOIs
    Publication statusEarly online date - 12 Mar 2019

      Research areas

    • peer tutoring, paired reading, schools, cooperative learning

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    ID: 164066352