How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention

Autor/inn/en	Müller, Bettina; Richter, Tobias; Križan, Ana; Hecht, Teresa; Ennemoser, Marco
Titel	How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention
Quelle	In: Journal of Experimental Education, 84 (2016) 4, S.744-763 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1065219
Schlagwörter	Reading Skills; Control Groups; Pretests Posttests; Peer Teaching; Tutoring; Foreign Countries; Intervention; Reading Comprehension; Tutors; Structural Equation Models; Reading Strategies; Reading Ability; Reading Instruction; Correlation; Grade 4; Elementary School Students; Short Term Memory; Regression (Statistics); Longitudinal Studies; Achievement Tests; International Assessment; Reading Achievement; Reading Tests; Germany; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Ausland; Leseverstehen; Förderlehrer; Lehrender; Tutor; Reading strategy; Leselernstufe; Lesetechnik; Reading competence; Lesekompetenz; Leseunterricht; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; Kurzzeitgedächtnis; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01