Peer tutoring for improvement in rhythm reading fluency and comprehension

Abstract

Peer tutoring in music education is an under-researched but burgeoning area of study. This study aims to assess the effects of the same-age peer tutoring project Ritmos en dos on rhythm reading fluency and comprehension. For this purpose, 24 students from the third grade of secondary education participated in the project. This research utilises a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design, with (b) a qualitative study to understand the possible quantitative changes using the interactivity analysis model. Results confirm our hypotheses that students’ participation in the project improved their proficiency across rhythm reading fluency and comprehension. Regarding fluency, quantitative results show a significant improvement for the experimental group, but not for the control group; in comprehension, both groups show gains, but statistically significant differences favour the experimental group in the final comprehension level. Findings reveal different actions that might explain these improvements identified in the interaction between students. Regarding fluency, these actions were mainly related to pulse constancy and reading accuracy while in reading comprehension, students were found to carry out syntactic analysis and metacognitive reflection. Implications suggested from this study point to initial training and cooperative interaction as key elements to be tackled.

Peer tutoring in music education: A literature review

“…Through the study of a highly structured fixed peer tutoring project for rhythm reading fluency, Duran et al (2020) concluded that this was a valid tool for the improvement of pulsation, rhythmic precision, analysis and meta-cognitive reflection. However, the scores obtained in comprehension suggested a limitation in the type of help provided in this aspect, decreasing the opportunities of the tutors when reflecting on and building their own learning.…”

“…Therefore, this tool becomes a meaningful learning experience (e.g. Darrow, 2005;Duran et al, 2020;Goodrich, 2007;Johnson, 2015). This structure would encourage students to know their role and function, allowing more flexibility over time.…”

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

“…They were also told that they all shared a common goal in this process: ensuring that every classmate understood and finished the exercises and problems by the end of each tutoring session. "Pause, Prompt, and Praise" techniques were also discussed, and the importance of patience and respect was emphasized (Duran et al, 2020). Moreover, students were told that interactions between them had to be rich in mathematical content, so they should not talk about other non-related issues during the PT sessions.…”

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

“…They were also told that they all shared a common goal in this process: ensuring that every classmate understood and finished the exercises and problems by the end of each tutoring session and knew how to use the math digital tools. "Pause, Prompt, and Praise" techniques were also discussed, and the importance of patience and respect was emphasized [39]. Moreover, students were told that interactions between them had to be rich in mathematical content, so they should not talk about non-related issues during the peer tutoring sessions.…”