Cross-age tutoring in kindergarten and elementary school settings: A systematic review and meta-analysis

Abstract

This systematic review summarizes effects of peer tutoring delivered by non-professional tutors, such as classmates, older children and adult community volunteers, to children between 5 and 11 years old. Inclusion criteria for the review included tutoring studies with a randomized controlled trial design, reliable measures of academic outcomes and a duration of at least 12 weeks.. Searches of electronic databases, previous reviews, and contacts with researchers yielded 11,564 titles. After screening, 15 studies were included in the analysis. Cross-age tutoring showed small significant effects for tutees on the composite measure of reading (g=0.18, 95% CI: 0.08, 0.27, N=8,251), decoding skills (g=0.29, 95% CI: 0.13, 0.44, N=7,081), and reading comprehension (g=0.11, 95% CI: 0.01, 0.21, N=6,945). No significant effects were detected for other reading sub-skills or for mathematics. The benefits to tutees of non-professional cross-age peer tutoring can be given a positive, but weak recommendation. Effect Sizes were modest and in the range-0.02 to 0.29. Questions regarding heterogeneity of effects, study limitations, lack of cost information and the relatively few number of studies that have used a randomized controlled trial design means that the evidence base is not as strong as it could be. Subgroup analyses of included studies indicated that highly-structured reading programs were of more benefit than those that were loosely-structured. Large-scale replication trials using factorial design, process evaluations, reliable outcome measures and logic models are needed to better understand under what conditions, and for whom, cross-age non-professional peer tutoring may be most effective.

Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice

“…(2018). Regardless of these details, research has shown once again that peer tutoring usually has a positive effect on the academic performance of both the tutors and tutees (Shenderovich et al., 2016).…”

Peran Guru Dalam Menghadapi Bully Terhadap Anak Gagap Dari Teman Sebaya

“…Anak mempunyai perspektif yang berbeda ketika melihat karakteristik temannya yang berbeda (Lee & Park, 2009;Özokçu, 2019;Shenderovich, Thurston, & Miller, 2014), dan tidak sedikit perbedaan dari karakteristik temannya menjadi bahan perbincangan antar teman dan ejekan (Isaacs, 2012;H. Kim, 2009).…”

Learning English through the Use of Classroom Language in Community Service

“…Not only attending prep training, BBC is also supplemented by lesson guides and supervisor observing the tutoring session. Thus, this kind of program is characterized into "highly-structured" program [22].…”

“…They need not to be competent in all areas of English but having competency in classroom language for classroom management and handling activities is fairly specific [16]. Therefore, providing training for student tutors who act as teachers is required [14,22].…”