Abstract
A cross-age peer tutoring program was implemented in a small rural school in west central Belize, Central America. All students at the school were native Spanish speakers, and all general instruction was conducted in English. The program was devised to supplement existing reading and language arts instruction at all grade levels. Progress of both tutors and tutees was monitored on a weekly basis using DIBELS Next measures. Twenty-nine students started the program, with complete data available for twenty-one students: seven tutee-tutor pairs, and seven matched students who participated as controls. Three main hypotheses were tested with the present study. These hypotheses investigated the following criteria for effectiveness of this program: (a) statistically significant (reliable) results for students within tutoring pairs, (b) socially relevant changes (e.g., perceptions of improvement), and (c) maintenance of skills or transfer of skills. Progress monitoring results were mixed, but socially relevant outcomes were found for tutee progress on benchmark assessments. A survey of teachers at the school highlighted increased interest and motivation for reading and class participation attributed to the program.
Advisor
Carlos J. Panahon
Committee Member
Daniel D. Houlihan
Committee Member
Lisa M. Perez
Committee Member
Teresa L. Wallace
Date of Degree
2014
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Sytsma, M. R. (2014). Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/319/
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