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• W244513092 abstract "Crossage tutoring in the elementary school has long been recognized as a valid means of learning for both the tutor and the tutee; (Frager & Stern, 1970). Many studies even show that the tutors make greater gains than the tutees, (Cloward, 1967). Like many validated educational innovations, however, crossage tutoring is not practiced to any great extent in the schools, particularly the elementary schools. One of the main reasons for this is that tutoring is difficult to fit into the regular school program. Reading, writing, social studies, math, science, health, etc., all seem to fill the day of the elementary school student. The problem of time becomes more severe as the student progresses through elementary school. It is further compounded in the intermediate grades when many schools begin forms of team teaching and/or departmentalization. The question seems to be then: How can one introduce a program such as cross-age tutoring without sacrificing components of the already existing program? The answer is simple. It can’t be done! Something has to go! The purpose of this study then was to see the effect on student achievement when a cross-age tutoring program was substituted for a traditional program—in this case; the traditional reading program. CROSS-AGE TUTORING AND THE SACROSANCT READING PERIOD Jack Cassidy READING SUPERVISOR, NEWARK SCHOOL DISTRICT, DELAWARE Cross-age tutoring in the elementary school has long been recognized as a valid means of learning for both the tutor and the tutee; (Frager & Stern, 1970). Many studies even show that the tutors make greater gains than the tutees, (Cloward, 1967). Like many validated educational innovations, however, cross-age tutoring is not practiced to any great extent in the schools, particularly the elementary schools. One of the main reasons for this is that tutoring is difficult to fit into the regular school program. Reading, writing, social studies, math, science, health, etc., all seem to fill the day of the elementary school student. The problem of time becomes more severe as the student progresses through elementary school. It is further compounded in the intermediate grades when many schoolsbegin forms of team teaching and/or departmentalization. The question seems to be then: How can one introduce a program such as cross-age tutoring without sacrificing components of the already existing program? The answer is simple. It can't be done! Something has to go! The purpose of this study then was to see the effect on student achievement when a cross-age tutoring program was substituted for a traditional program—in this case; the traditional reading program. Setting Up The Program Twenty-four fifth grade students all reading two or three years below grade level were selected for this experiment. This group of twenty-four was then randomly divided into two groups. One group had the normal fortyfive minute reading periods, five days a week with the classroom teacher. This group used two different basal programs. The second group received only two days of regular classroom reading instruction per week. The other three days they tutored. This situation was carried out for only ten weeks, but getting classroom teachers and administrators to agree to such a practice required a great amount of persuasion. The group from which the tutees were drawn consisted of twenty-four first graders all of whom were reading below grade level. As was done with the fifth graders, this group of twenty-four was randomly divided into two groups. One group received added instruction from the classroom teacher while their classmates received tutorial help from the fifth graders. Both the fifth grade tutors and the first grade tutees, as well as their counterparts in the classroom, received pre and post tests. The fifth graders took the word and paragraph meaning subtests from the Stanford Achievement Test (Forms W & X). First graders took a criterion referenced test based on the Dolch List of 220 Basic Words. I I I" @default.
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• W244513092 date "1977-01-01" @default.
• W244513092 modified "2023-09-26" @default.
• W244513092 title "Cross-Age Tutoring and the Sacrosanct Reading Period" @default.
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