Peer tutoring reading strategy instruction with tutor selection, tutor training, and reading scenarios¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article organizes class members into tutor-tutee pairs who "work in collaboration in peer tutoring", selecting tutors as participants who scored high on MARSI and answered concept cartoons correctly, and tutees as those who scored low or held alternative concepts. Steps included explaining strategy definitions, researcher modeling, training tutors (with the researcher and an expert modeling tutor and tutee roles), pairing by criteria and communication, and paired reading of texts. Because questioning by peer tutors during monitoring and error correction is challenging, the researchers developed reading scenarios that prepared tutors to question where the tutee had misconceptions and to encourage and guide strategy use.

Design Implications¶

Context¶

Requirements¶

• Tutors must be trained and informed about possible misconceptions; reading scenarios are needed to prepare tutors for the challenging role of questioning during monitoring and error correction

Constraints¶

• Tutor and tutee selection depended on MARSI scores, concept cartoon answers, and communication between participants

Target Learners¶

• preservice science teachers in tutor-tutee pairs

Target Learning Goals¶

• use of metacognitive reading strategies
• monitoring ideas and evaluating information while reading science texts

Related Strategies¶

• Cross Age Tutoring
• Cross-Grade-Level Tutoring
• Good Tutee-Tutor Contact

Examples¶

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Key Sources¶

• Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537