Teachers perceived lower ability students benefited most from the paired reading programme, in both tutor and tutee roles¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lower ability students were perceived by teachers to have benefitted most from the co-operative learning structure of paired reading, whether in the role of tutee or tutor. → Cockerill et al. 2018

Evidence¶

Cockerill et al. 2018¶

Maria Cockerill, Nicole Craig, Allen Thurston. (2018). TEACHER PERCEPTIONS OF THE IMPACT OF PEER LEARNING IN THEIR CLASSROOMS: USING SOCIAL INTERDEPENDENCE THEORY AS A MODEL FOR DATA ANALYSIS AND PRESENTATION. International Journal of Education and Practice, 6(1): 14-27. https://doi.org/10.18488/journal.61.2018.61.14.27

q2 · i? · qualitative · r3

Qualitative teacher case study and survey responses. One teacher reported "Lower ability Y7 students benefitted the most from this. The confident readers didn‟t gain as much." Teachers linked the tutor role to improved confidence, behaviour and focused engagement.

"Lower ability students, commonly a difficult to reach group of students, was perceived by teachers to have benefitted most from the co -operative learning structure of paired reading. The benefits were perceived for both year groups, whether in the role of tutee or tutor."

Discussion¶

Learner Variables¶

• Reading and Language — moderator: an instructional effect differs with it

Related Claims¶

• Peer Tutoring Improves Achievement — a broader claim this one bears on
• Learning By Teaching Improves Tutor Learning — related
• Structured Peer Tutoring Outperforms Unstructured — related
• A synergistic effect between tutor and tutee roles may explain the peer agent's advantage — related
• The adaptive peer-like agent brought the most benefit to children's vocabulary learning and affective engagement compared with fixed-role agents — related
• Peer-assisted learning interventions improve achievement for elementary students — a broader claim this one bears on
• Variable reciprocity assigns tutor roles for problems a student solved and tutee roles for problems not solved (as proposed by Evans and Moore) — related
• Teachers perceived improved communication between tutoring pairs, with Year 7 students showing more confidence in communication — related
• Teachers in a 16-week cross-age peer tutoring RCT reported high implementation fidelity and support, with 94% reporting pairs worked well together — related