Return to search

Effects of Fourth- and Second-Grade Cross-Age Tutoring on Spelling Accuracy and Writing Fluency

A quasi-experimental study determined the effects on students' spelling accuracy when cross-age tutors focused on fixing spelling in writing with their tutees. Fourth-grade tutors, both trained and untrained, helped second-grade tutees fix spelling mistakes in their writing using two strategies: visual memory and word parts. A control group of second and fourth graders were instructed to independently use these two strategies to fix mistakes in their writing. Second graders overall had significant gain scores on measures of spelling accuracy and writing fluency. Regression analyses showed that these gains were not due to a student's participation in either cross-age tutoring or the control group. No significant gain scores were found for fourth graders. These results seem to indicate that cross-age tutors may not be academically beneficial for either tutors or tutees. However, descriptive statistical analyses and informal observations made during cross-age tutoring sessions imply that cross-age tutors can be a valuable educational tool.

Identiferoai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-4512
Date13 March 2013
CreatorsMitchell, Rebekkah J.
PublisherBYU ScholarsArchive
Source SetsBrigham Young University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations
Rightshttp://lib.byu.edu/about/copyright/

Page generated in 0.0016 seconds