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The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension

Hilde Van Keer UGent and Ruben Vanderlinde UGent (2010) Middle Grades Research Journal. 5. p.33-46
abstract
The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders’ reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was used. In total, 39 teachers and 762 elementary school students participated in the study. The experimental intervention was implemented during an entire school year. Standardized tests were used to measure pupils’ reading comprehension (Staphorsius & Krom, 1996). Further, students completed two questionnaires: the Index of Reading Awareness (Jacobs & Paris, 1987) and the Reading Strategy Use scale (Pereira-Laird & Deane, 1997). Significant intervention effects were found for third graders’ overall awareness of reading strategies, their awareness of the importance of regulating the reading process, and sixth graders’ awareness of the added value of evaluation of tasks, goals, and personal skills. Further, significant intervention effects were found for both third and sixth graders' overall reading strategy use. For sixth graders a significant impact on metacognitive reading strategy use was found as well.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
journal title
Middle Grades Research Journal
volume
5
pages
33 - 46
ISSN
1937-0814
language
English
UGent publication?
yes
classification
A2
copyright statement
I don't know the status of the copyright for this publication
VABB id
c:vabb:300346
VABB type
VABB-1
id
1009891
handle
http://hdl.handle.net/1854/LU-1009891
date created
2010-07-13 15:00:52
date last changed
2016-12-19 15:42:47
@article{1009891,
  abstract     = {The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders{\textquoteright} reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was used. In total, 39 teachers and 762 elementary school students participated in the study. The experimental intervention was implemented during an entire school year. Standardized tests were used to measure pupils{\textquoteright} reading comprehension (Staphorsius \& Krom, 1996). Further, students completed two questionnaires: the Index of Reading Awareness (Jacobs \& Paris, 1987) and the Reading Strategy Use scale (Pereira-Laird \& Deane, 1997). Significant intervention effects were found for third graders{\textquoteright} overall awareness of reading strategies, their awareness of the importance of regulating the reading process, and sixth graders{\textquoteright} awareness of the added value of evaluation of tasks, goals, and personal skills. Further, significant intervention effects were found for both third and sixth graders' overall reading strategy use. For sixth graders a significant impact on metacognitive reading strategy use was found as well.},
  author       = {Van Keer, Hilde and Vanderlinde, Ruben},
  issn         = {1937-0814},
  journal      = {Middle Grades Research Journal},
  language     = {eng},
  pages        = {33--46},
  title        = {The impact of cross-age peer tutoring on third and sixth graders{\textquoteright} reading strategy awareness, reading strategy use, and reading comprehension},
  volume       = {5},
  year         = {2010},
}

Chicago
Van Keer, Hilde, and Ruben Vanderlinde. 2010. “The Impact of Cross-age Peer Tutoring on Third and Sixth Graders’ Reading Strategy Awareness, Reading Strategy Use, and Reading Comprehension.” Middle Grades Research Journal 5: 33–46.
APA
Van Keer, H., & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal, 5, 33–46.
Vancouver
1.
Van Keer H, Vanderlinde R. The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal. 2010;5:33–46.
MLA
Van Keer, Hilde, and Ruben Vanderlinde. “The Impact of Cross-age Peer Tutoring on Third and Sixth Graders’ Reading Strategy Awareness, Reading Strategy Use, and Reading Comprehension.” Middle Grades Research Journal 5 (2010): 33–46. Print.