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Peer tutoring in reading Scotland: Thinking big

Topping, K.J.; Miller, D.; Thurston, A.; Mcgavock, K.; Conlin, N.

Authors

K.J. Topping

D. Miller

A. Thurston

K. Mcgavock

N. Conlin



Abstract

A large-scale randomised-controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long-term evaluation, cross-age PR was significantly better than regular teaching, but same-age was not. On short-term evaluation, PR pupils did significantly better than control pupils in both years, and cross-age and same-age were similarly effective. Low socio-economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self-esteem were seen in same-age and cross-age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio-emotional gains is discussed, with implications for practice.

Citation

Topping, K., Miller, D., Thurston, A., Mcgavock, K., & Conlin, N. (2011). Peer tutoring in reading Scotland: Thinking big. Literacy, 45(1), 3-9. https://doi.org/10.1111/j.1741-4369.2011.00577.x

Journal Article Type Article
Publication Date Apr 1, 2011
Deposit Date Feb 1, 2012
Journal Literacy
Print ISSN 1741-4350
Electronic ISSN 1741-4369
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 45
Issue 1
Pages 3-9
DOI https://doi.org/10.1111/j.1741-4369.2011.00577.x
Keywords Reading, Peer tutor, Randomised-controlled trial, Achievement, Implementation, Self-esteem.