Graduate Thesis Or Dissertation
 

Reciprocal effects of sixth graders tutoring third graders in reading

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  • Purpose of the Study The purpose of this study was to investigate the effectiveness of an elementary student tutoring program in reading, as a teaching tool for improving student achievement in comprehension, vocabulary and attitude in the study of reading. Six directional hypotheses were formulated as follows: 1. The tutoring program will be significantly more effective for students acting as tutors than a traditional program in improving comprehension for sixth graders in reading. 2. The tutoring program will be significantly more effective for students acting as tutors than a traditional program in improving vocabulary for sixth graders in reading. 3. The tutoring program will be significantly more effective for students acting as tutors than a traditional program in improving attitude of sixth graders in the study of reading. 4. The tutoring program will be significantly more effective for students being tutored than a traditional program in improving comprehension for third graders in reading. 5. The tutoring program will be significantly more effective for students being tutored than a traditional program in improving vocabulary for third graders in reading. 6. The tutoring program will be significantly more effective for students being tutored than a traditional program in improving the attitude of third graders in the study of reading. For this study a total of four sixth and four third grade classes, 240 students, from Fernwood and Laurelhurst Elementary Schools in Portland, Oregon, were used. The design of the study was control-experimental group with 60 sixth graders tutoring 60 third graders, three days a week, 30 minutes per day, for a period of four months. All participants in the study were administered the pre and post Gates- MacGinitie Reading Tests and the San Diego County Inventory of Reading Attitude in measurement of the six directional hypotheses. The analysis of covariance was applied to the results to find if any significant differences existed between the tutoring and traditional programs at the .05 level. Findings The findings of the study indicated the acceptance of hypotheses three, four and six and the rejection of hypotheses one, two and five. The third graders who were tutored showed a statistically significant gain in reading comprehension as compared to those third graders who did not receive tutoring. Both the sixth grade tutors and third graders who received tutoring showed a statistically significant improvement in attitude toward reading than did the control group. The analysis of covariance failed to show a significant difference between the control and experimental group both at the sixth and third grade level in improving vocabulary in the study of reading. The results also failed to indicate a statistically significant difference between the sixth grade control and experimental groups in improving reading comprehension. Recommendations The following recommendations are suggested for further investigation in tutoring elementary students. 1. Further research studies be undertaken concerning reciprocal effects of elementary students tutoring other elementary students in various disciplines. 2. Further research studies be undertaken concerning the reciprocal effects of cross-age tutoring at the elementary level. 3. Further research studies be undertaken concerning the analysis of tutoring and the most effective manner in organizing a tutoring program. 4. Further research be conducted in the use of elementary students to tutor fellow elementary students for improving attitude toward reading for both the tutor and the tutored. 5. Further research be conducted in the use of elementary students to tutor fellow elementary students for improving comprehension in reading for both the tutor and tutored is also recommended.
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Déclaration de droits
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