The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion.…

Self-Determination Theory's (SDT) most recent 'mini-theory,' Relationships Motivation Theory (RMT) focuses on the essential ingredients of high-quality relationships (i.e. feelings of autonomy, belonging, and competence). This study explores the applicability of RMT to cross-age peer mentoring. Of particular interest was whether the RMT framework…

Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to propose a conceptual shift from "tutoring" to "mentoring" to also describe the…

This article examines the persistent problem of student literacy, the range of tutoring solutions, and implications for peer teaching in cooperative learning teams. Possible school reforms that reflect practices in other countries with high student test scores and peer norms in support of tutoring are described. An online poll was completed by 190…

As schools around the world increasingly use digital text, research is needed to understand the impact different media may have on opportunities for language and literacy development. Using mixed methods to analyze students' collaborative interactions across different media, this study examined how linguistically diverse students engaged with…

Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores teacher perceptions (n=62) of effects of co-operative learning, including implementation issues, using a mixed methods approach during a 16-week peer…

This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, 'Interdependent Cross Age-Peer Tutoring' (ICAT), on the socioacademic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make…

The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (N=135). Content analysis was applied to analyse the level of knowledge construction in students' online postings.…

Cross-age tutoring, in which older and younger students work together to improve their ELA skills, is not a new concept; Linda D. Labbo and William H. Teale explored it as a tool for poor readers as early as 1990. The author has found that using tutoring with video games also works well. Students have the opportunity to read aloud collaboratively…

What reading programs have been proven to help students in grades 2-5 to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the reading achievement of students in grades 2-5: (1) Reading Curricula (Curr), such as "Open Court," "Harcourt," "Reading Street" and other standard and alternative…

This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups,…

The author combines principles of cooperative learning where older students at risk of dropping out are recruited to teach violence prevention to younger learners. The secondary students learn problem solving and conflict resolution skills while providing a positive model through cross age peer tutoring.

Considers how teachers can use linguistic diversity for inclusion and learning experiences in collaborative, cross-age literacy projects. Envisions a project that would extend the principles of collaboration across different age groups. Addresses the larger literacy issues that are entwined with cross-age, multicultural collaborative learning…

Describes the preparation, implementation, and results of a classroom cross-age tutoring project, which involved third and fourth graders reading books to younger students. Discusses evolution of project: students' lesson plans became more student-centered and complex over time, tutors assumed responsibility for younger children, and their…

A study investigated whether grade-level status affects learning through cross-age activities. Data were collected through unstructured and open-ended audiotaped interviews with 11 pairs of students in a combined third- and fifth-grade class. Coding and analysis of data revealed seven themes related to students' perceptions of their interactions…