Thesis

Third graders as cross-age tutors for kindergarten students: its effects on reading comprehension, fluency, and attitudes

This study aimed to determine the effects of cross-age tutoring on the reading 
 comprehension, fluency, and attitudes of the student tutors and the attitudes of their tutees. Four 
 research questions were answered by this study which were: 
 1. How does cross-age tutoring affect reading comprehension for the student tutors? 
 2. How does cross-age tutoring affect reading fluency for the student tutors? 
 3. How does cross-age tutoring affect the reading comprehension and fluency for student tutors 
 who have special needs? 
 4. How does cross-age tutoring affect reading attitudes for the tutor and tutee? 
 This study was a randomized control trial with 18 participants. Of these 18 students, ten were 
 third graders and eight were in kindergarten. For the study, five of the third grade students acted 
 as tutors for five of the kindergarten students. The five third grade tutors also participated in 
 teacher-led sessions which included session debriefs and direct instruction in tutoring and comprehension skills. The remaining students acted as a control group. Data were collected 
 using the Standardized Test for the Assessment of Reading (STAR) assessment, Curriculum 
 Based Measurement-Oral Reading Fluency (CBM-ORF), Accelerated Reader quizzes, reading 
 attitude surveys, and ethnographic field notes from the researcher. The data indicated that while 
 there were some positive effects to be seen from the implementation of cross-age tutoring, no 
 statistically significant results were found. Therefore, it was determined that more research 
 should be done regarding this topic before cross-age tutoring should be used to improve the 
 reading skills of the student tutors.

This study aimed to determine the effects of cross-age tutoring on the reading comprehension, fluency, and attitudes of the student tutors and the attitudes of their tutees. Four research questions were answered by this study which were: 1. How does cross-age tutoring affect reading comprehension for the student tutors? 2. How does cross-age tutoring affect reading fluency for the student tutors? 3. How does cross-age tutoring affect the reading comprehension and fluency for student tutors who have special needs? 4. How does cross-age tutoring affect reading attitudes for the tutor and tutee? This study was a randomized control trial with 18 participants. Of these 18 students, ten were third graders and eight were in kindergarten. For the study, five of the third grade students acted as tutors for five of the kindergarten students. The five third grade tutors also participated in teacher-led sessions which included session debriefs and direct instruction in tutoring and comprehension skills. The remaining students acted as a control group. Data were collected using the Standardized Test for the Assessment of Reading (STAR) assessment, Curriculum Based Measurement-Oral Reading Fluency (CBM-ORF), Accelerated Reader quizzes, reading attitude surveys, and ethnographic field notes from the researcher. The data indicated that while there were some positive effects to be seen from the implementation of cross-age tutoring, no statistically significant results were found. Therefore, it was determined that more research should be done regarding this topic before cross-age tutoring should be used to improve the reading skills of the student tutors.

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