Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners

被引：8

作者：

Sytsma, Marcia ^{[1
]}

Panahon, Carlos ^{[2
]}

Houlihan, Daniel D. ^{[2
]}

机构：

[1] Minneapolis Publ Sch Dist, Sch Psychol, Minneapolis, MN USA

[2] Minnesota State Univ, Mankato Coll Social & Behav Sci, Psychol, AH 103, Mankato, MN 56001 USA

来源：

JOURNAL OF APPLIED SCHOOL PSYCHOLOGY | 2019年 / 35卷 / 04期

关键词：

Reciprocal peer tutoring; cross-age tutoring; English language learners; dual language students; ASSISTED LEARNING-STRATEGIES; CURRICULUM-BASED MEASUREMENT; ELEMENTARY STUDENTS; CROSS-AGE; FLUENCY; INTERVENTION; ACQUISITION; MANAGEMENT; PROGRESS; OUTCOMES;

D O I：

10.1080/15377903.2019.1597796

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on reciprocal peer tutoring and cross-age tutoring and the identifiable advantages these programs might present as compared with traditional teacher-led methods. Recommendations for school psychologists to implement peer tutoring for dual language and English learner students are discussed.

引用

页码：357 / 379

页数：23

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