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Help to Self-Help: Scaffolding Help in Systematised Reciprocal Peer Tutoring (SYKL) in Danish L1 Classrooms

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Title: Help to Self-Help: Scaffolding Help in Systematised Reciprocal Peer Tutoring (SYKL) in Danish L1 Classrooms
Language: English
Authors: Kenneth Reinecke Hansen (ORCID 0009-0000-0434-1134)
Source: International Journal of Research in Education and Science. 2026 12(2):255-274.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Foreign Countries, Peer Teaching, Tutoring, Elementary School Students, Grade 4, Direct Instruction, Reciprocal Teaching, Student Participation, Scaffolding (Teaching Technique)
Geographic Terms: Denmark
ISSN: 2148-9955
Abstract: This study explores the implementation of Systematised Reciprocal Peer Tutoring (Danish abbreviation: SYKL) in 4th-grade Danish L1 classrooms (students aged 10-11), with the aim of enhancing students' socio-academic participation. SYKL is a structured peer tutoring approach that simultaneously promotes social relationships and academic inclusion. It involves explicit instruction for both teachers and students on how to support one another and engage in meaningful academic dialogue during pair work, with students alternating roles as tutor and tutee. Drawing on video observations and focus group interviews, the analysis examines the scaffolding of reciprocal help within SYKL. The findings indicate that socio-academic participation can be enhanced when pair work is scaffolded through curriculum integration and student pairing (macro-scaffolding), metacommunication and task design (meso-scaffolding), and students' own micro-level peer scaffolding. Although scaffolded peer tutoring places significant responsibility on students, the teacher's role remains central in designing tasks, pairing students, and modelling collaboration. The article contributes to the growing body of research on peer tutoring by emphasising the importance of scaffolding in promoting participation and learning in same-age peer interactions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506124
Database: ERIC
FullText Text:
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  Data: Help to Self-Help: Scaffolding Help in Systematised Reciprocal Peer Tutoring (SYKL) in Danish L1 Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Kenneth+Reinecke+Hansen%22">Kenneth Reinecke Hansen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0434-1134">0009-0000-0434-1134</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(2):255-274.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reciprocal+Teaching%22">Reciprocal Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink>
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  Data: 2148-9955
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  Data: This study explores the implementation of Systematised Reciprocal Peer Tutoring (Danish abbreviation: SYKL) in 4th-grade Danish L1 classrooms (students aged 10-11), with the aim of enhancing students' socio-academic participation. SYKL is a structured peer tutoring approach that simultaneously promotes social relationships and academic inclusion. It involves explicit instruction for both teachers and students on how to support one another and engage in meaningful academic dialogue during pair work, with students alternating roles as tutor and tutee. Drawing on video observations and focus group interviews, the analysis examines the scaffolding of reciprocal help within SYKL. The findings indicate that socio-academic participation can be enhanced when pair work is scaffolded through curriculum integration and student pairing (macro-scaffolding), metacommunication and task design (meso-scaffolding), and students' own micro-level peer scaffolding. Although scaffolded peer tutoring places significant responsibility on students, the teacher's role remains central in designing tasks, pairing students, and modelling collaboration. The article contributes to the growing body of research on peer tutoring by emphasising the importance of scaffolding in promoting participation and learning in same-age peer interactions.
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      – Text: English
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        PageCount: 20
        StartPage: 255
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Reciprocal Teaching
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      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Denmark
        Type: general
    Titles:
      – TitleFull: Help to Self-Help: Scaffolding Help in Systematised Reciprocal Peer Tutoring (SYKL) in Danish L1 Classrooms
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              Y: 2026
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              Value: 2148-9955
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