Title

Peer Tutoring as a Model for Language and Reading Skills Development for Students who as English Language Learners

Authors

Marcia Sytsma, Minneapolis Public School DistrictFollow
Carlos J. Panahon, Minnesota State University, MankatoFollow
Daniel Houlihan, Minnesota State University, MankatoFollow

Document Type

Article

Publication Date

2019

Abstract

With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on reciprocal peer tutoring and cross-age tutoring and the identifiable advantages these programs might present as compared with traditional teacher–led methods. Recommendations for school psychologists to implement peer tutoring for dual language and English learner students are discussed.

Department

Psychology

Publication Title

Journal of Applied School Psychology

Recommended Citation

Sytsma, M. R., Panahon, C. J., & Houlihan, D. (2019). Peer tutoring as a model for language and reading skills development for students who are English language learners. Journal of Applied School Psychology, 35(4), 357-379. doi:10.1080/15377903.2019.1597796

DOI

10.1080/15377903.2019.1597796

Link to Publisher Version (DOI)

https://doi.org/10.1080/15377903.2019.1597796

Publisher's Copyright and Source

Copyright © 2019 Taylor & Francis Group, LLC. Article published by Taylor and Francis in Journal of Applied School Psychology, 2019, volume 35, issue 4, pages 357-379. Available online https://doi.org/10.1080/15377903.2019.1597796