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] |
| Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 179045348 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Five Recommendations to Implementing Cross‐Age Tutoring in Reading. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chang%2C+Andrew%22">Chang, Andrew</searchLink><br /><searchLink fieldCode="AR" term="%22Mauer%2C+Emily%22">Mauer, Emily</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Sep/Oct2024, Vol. 78 Issue 2, p113-120. 8p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Cross-age+teaching%22">Cross-age teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=179045348 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/trtr.2351 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 113 Subjects: – SubjectFull: Cross-age teaching Type: general – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Reading Type: general – SubjectFull: Early intervention (Education) Type: general – SubjectFull: Learning Type: general – SubjectFull: School children Type: general Titles: – TitleFull: Five Recommendations to Implementing Cross‐Age Tutoring in Reading. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chang, Andrew – PersonEntity: Name: NameFull: Mauer, Emily IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep/Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00340561 Numbering: – Type: volume Value: 78 – Type: issue Value: 2 Titles: – TitleFull: Reading Teacher Type: main |
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