Five Recommendations to Implementing Cross-Age Tutoring in Reading
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| Title: | Five Recommendations to Implementing Cross-Age Tutoring in Reading |
|---|---|
| Language: | English |
| Authors: | Andrew Chang (ORCID |
| Source: | Grantee Submission. 2024 78(2):113-120. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305R220024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Cross Age Teaching, Tutoring, Reading Instruction, Elementary School Teachers, Instructional Effectiveness, Evidence Based Practice, Peer Relationship, Individualized Reading, Student Leadership, Socialization, Positive Reinforcement, Progress Monitoring, Behavior Modification, Student Behavior |
| DOI: | 10.1002/trtr.2351 |
| Abstract: | Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions (NCES, 2022). Cross-age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost-effective solution that brings academic and social benefits to both the tutor and the tutee (Romero et al., 2022). Consequently, cross-age tutoring programs are widely adopted globally. To maximize the effectiveness of cross-age tutoring, we offer five evidence-based recommendations tailored for its implementation. When integrated into the preparation and implementation steps, these recommendations hold the potential to significantly improve learning outcomes for both tutors and tutees. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED671609 |
| Database: | ERIC |
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| Abstract: | Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions (NCES, 2022). Cross-age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost-effective solution that brings academic and social benefits to both the tutor and the tutee (Romero et al., 2022). Consequently, cross-age tutoring programs are widely adopted globally. To maximize the effectiveness of cross-age tutoring, we offer five evidence-based recommendations tailored for its implementation. When integrated into the preparation and implementation steps, these recommendations hold the potential to significantly improve learning outcomes for both tutors and tutees. |
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| DOI: | 10.1002/trtr.2351 |
