How to analyze interpersonal and individual effects in peer-tutored reading intervention.

Autor/inn/en	Müller, Bettina; Richter, Tobias; Krizan, Ana; Hecht, Teresa; Ennemoser, Marco
Titel	How to analyze interpersonal and individual effects in peer-tutored reading intervention.
Quelle	In: The journal of experimental education, 84 (2016) 4, S. 744-763 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0973; 1940-0683
DOI	10.1080/00220973.2015.1065219
Schlagwörter	Interventionsstudie; Leseverhalten; Grundschule; Strategie; Leseverhalten; Partnerübung; Tutorium; Lesekompetenz; Grundschule; Leseschwäche; Lesekompetenz; Partnerübung; Tutorium; Strategie
Abstract	Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3