The Effects of an Intervention Combining Peer Tutoring with Story Mapping on the Text Comprehension of Struggling Readers: A Case Report

Autor/inn/en	Grünke, Matthias; Leidig, Tatjana
Titel	The Effects of an Intervention Combining Peer Tutoring with Story Mapping on the Text Comprehension of Struggling Readers: A Case Report
Quelle	In: Educational Research Quarterly, 41 (2017) 1, S.43-62 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Intervention; Case Studies; Reading Strategies; Reading Instruction; Reading Comprehension; Grade 4; Tutoring; Literary Genres; Visualization; Cognitive Mapping; Peer Teaching; Teaching Methods; Teaching Models; Effect Size; Reading Achievement; Instructional Effectiveness; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Förderkonzept; Nachhilfeunterricht; Literarische Form; Visualisation; Visualisierung; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Leseleistung; Unterrichtserfolg; Ausland; Deutschland
Abstract	This single-case study tested a peer tutoring model using a visualizing strategy (story mapping) to teach struggling students better text comprehension. Three teams each consisting of a tutor and a tutee attending a fourth-grade general education classroom participated in the experiment. A short series of observations was carried out before and after the treatment. The intervention consisted of merely five lessons spread across one school week. However, it still induced large effects on the tutees' ability to correctly answer different sets of comprehension questions about short stories. Besides, the procedures were easy to implement and applicable to everyday life at school without any difficulty. The article includes a discussion of the limitations of the study and suggests directions for future research. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11