NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
A Book for Two
Direct linkDirect link
Van Keer, Hilde; Vanderlinde, Ruben – Phi Delta Kappan, 2013
To close the gap between reading research and the reality of instruction, the authors developed a reading comprehension approach for elementary school, aiming at explicit instruction and practice of reading comprehension strategies. Their approach encompasses two complementary cornerstones: explicit instruction in reading strategies and creating…
Descriptors: Reading Instruction, Reading Comprehension, Peer Teaching, Tutoring
Blending Asynchronous Discussion Groups and Peer Tutoring in Higher Education: An Exploratory Study of Online Peer Tutoring Behaviour
Peer reviewed Peer reviewed
Direct linkDirect link
De Smet, Marijke; Van Keer, Hilde; Valcke, Martin – Computers & Education, 2008
In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer…
Descriptors: Peer Teaching, Tutoring, Higher Education, Cross Age Teaching
Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions
Peer reviewed Peer reviewed
Van Keer, Hilde; Verhaeghe, Jean Pierre – Journal of Experimental Education, 2005
The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy…
Descriptors: Grade 2, Grade 5, Elementary School Students, Reading Instruction