Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Oddo, Maria; Barnett, David W.; Hawkins, Renee O.; Musti‐Rao, Shobana

doi:10.1002/pits.20508

Cited by 33 publications

(26 citation statements)

References 31 publications

(28 reference statements)

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“…While performing this task, learners are regularly requested to orally imitate or subvocalize the instructor's reading or recording, either in real time or with a time lapse. This is repeated until a manifest growth in reading speed is observed (Therrien, 2004) or a predetermined performance criterion is attained (Oddo, Barnett, Hawkins, & Musti-Rao, 2010;Samuels, 1979).…”

Section: Dual-modality Input In Repeated Readingmentioning

confidence: 99%

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Liu

Todd

2014

Foreign Language Annals

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Research into dual‐modality theory has long rested on the assumption that presenting input in two modalities leads to better learning outcomes. However, this may not always hold true. This study explored the possible advantages of using dual modality in repeated reading—a pedagogy often used to enhance reading development—for two literacy purposes, second language (L2) reading comprehension and vocabulary development. Furthermore, the study probed whether the efficacy of repeated reading implemented using both dual and single modalities varies according to a learner's preferred learning style (visual, auditory, and balanced). The study found that the participants—foreign language learners of Japanese—did not always exhibit greater reading comprehension and vocabulary gains when repeated reading was implemented using dual‐modality input. Indeed, it seems that the efficacy of dual‐modality input in repeated reading is contingent on the attentional investment required by the particular form of phonological support; the modality (visual or auditory) learners favor; and, most important, the instructional purpose (comprehension or acquisition). Based on these findings, the article discusses how repeated reading practice should be best implemented vis‐à‐vis the purposes of L2 reading and vocabulary development.

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Section: Dual-modality Input In Repeated Readingmentioning

confidence: 99%

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Liu

Todd

2014

Foreign Language Annals

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“…Adrian and Miguel increased their reading fluency when repeated reading was combined with vocabulary instruction with effect sizes ranging from 1.47 -3.20. These findings are also consistent with findings for EO students when vocabulary instruction was added to a repeated reading intervention (ES range 0.96 -2.23; Hawkins et al, 2010). These findings are also consistent with previous findings that some ELLs increased fluency more when vocabulary instruction was added while others did not see an additional increase with vocabulary instruction (Malloy et al, 2006).…”

Section: Fluencysupporting

confidence: 91%

“…Maze. In order to estimate comprehension gains on the instructional passages, performance on maze probes was used, the same passages used for OPR were used for Maze (Oddo, Barnett, Hawkins, & Musti-Rao, 2010). After the passages were selected they were modified to create Maze passages.…”

Section: Instrumentsmentioning

confidence: 99%

The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities

Huddle¹

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (

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“…In addition, peer tutoring is effective for trainees with and without disabilities, native English-speaking students, and English language learners (Okilwa & Shelby, 2010). The positive effects of peer tutoring have been demonstrated across subjects such as reading (Oddo, Barnett, Hawkins, & Musti-Rao, 2010), math (Hawkins, Musti-Rao, Hughes, Berry, & McGuire, 2009), social studies (Lo & Cartledge, 2004), and science (Bowman-Perrott, Greenwood, & Tapia, 2007). Findings suggest that peer tutoring is an effective intervention, regardless of dosage, grade level, or disability status.…”

Section: Peer Tutoringmentioning

confidence: 91%

About the Match of Trainees’ Learning Styles to Their Tutors’ Instructional Strategies and the Correlation of This Match with the Trainees’ Academic Achievements

Krisher¹,

Sabag²

2016

IRHE

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The match between students' learning styles (LS) and their teachers' instructional strategies (IS) and the correlation of this LS-IS match with students' academic achievements was studied in earlier research. However, there is no report of research where one-on-one education is implemented. Moreover, there are no references relating the match of a trainees' LS to their tutors' IS and the correlation of this LS-IS match with the trainees' achievements. Accordingly, the current paper presents a study designed to investigate the correlation between a trainees' achievements and the LS-IS match. Two different methods were used to measure the LS-IS match. First, calculating the correlation between trainees' LS and tutors' IS (LS-IS correlation); second, calculating the LS-IS distance. Forty-two trainees with learning disabilities were paired with 39 tutors (three tutors had two trainees each) during the 2016 academic year. Thus, 42 pairs of trainees and tutors worked to help the trainees achieve better academic grades. The Felder-Soloman Index of Learning Styles (ILS) was used to measure the trainees' preferred LS and the tutors' preferred IS. In the first method, the LS-IS correlations were correlated with the trainees' grades; then, in the second method, the LS-IS distances were correlated with trainees' grades. If the LS-IS match influences the trainees' achievements, significant positive correlations in the first method and significant negative correlation in the second method must appear. However, the results show no significant correlation (positive or negative, accordingly) between the LS-IS match and students' achievements at the end of the first semester of 2016. A replication of the above study was made in the second semester of 2016 and similar results were obtained.

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Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Cited by 33 publications

References 31 publications

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities

About the Match of Trainees’ Learning Styles to Their Tutors’ Instructional Strategies and the Correlation of This Match with the Trainees’ Academic Achievements

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