ERIC Number: EJ1435664
Record Type: Journal
Publication Date: 2024-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Five Recommendations to Implementing Cross-Age Tutoring in Reading
Reading Teacher, v78 n2 p113-120 2024
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.
Descriptors: Cross Age Teaching, Tutoring, Reading Instruction, Elementary School Teachers, Instructional Effectiveness, Evidence Based Practice
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305R220024