Five Recommendations to Implementing Cross‐Age Tutoring in Reading.
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| Title: | Five Recommendations to Implementing Cross‐Age Tutoring in Reading. |
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| Authors: | Chang, Andrew, Mauer, Emily |
| Source: | Reading Teacher. Sep/Oct2024, Vol. 78 Issue 2, p113-120. 8p. |
| Subjects: | Cross-age teaching, Tutors & tutoring, Reading, Early intervention (Education), Learning, School children |
| Abstract: | Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions. 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. 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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. 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. 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00340561 |
| DOI: | 10.1002/trtr.2351 |
