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