The Effects of a Peer-Tutoring Strategy on Children's e-Book Reading Comprehension

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  • Author(s): Tsuei, Mengping (ORCID Tsuei, Mengping (ORCID 0000-0001-9891-9602); Huang, Hsiu-Wen (ORCID Huang, Hsiu-Wen (ORCID 0000-0002-8896-209X); Cheng, Shu-Fen (ORCID Cheng, Shu-Fen (ORCID 0000-0002-9421-0062)
  • Language:
    English
  • Source:
    South African Journal of Education. May 2020 40(2).
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Elementary Education
      Grade 5
      Intermediate Grades
      Middle Schools
      Grade 4
    • Subject Terms:
      Peer Teaching; Reading Strategies; Instructional Effectiveness; Reading Comprehension; Elementary School Students; Preadolescents; Student Attitudes; Grade 5; Tutoring; Reciprocal Teaching; Foreign Countries; Handheld Devices; International Assessment; Achievement Tests; Reading Tests; Electronic Publishing; Interaction; Books
    • Subject Terms:
      Taiwan (Taipei)
    • Subject Terms:
      Progress in International Reading Literacy Study
    • ISSN:
      0256-0100
    • Abstract:
      Reading competence is one of the most critical skills for children's academic success. In the study reported on here we proposed an integrated peer-tutoring strategy for reading comprehension that employs e-books for elementary school students. The effects of this strategy on children's reading comprehension were investigated using a quasi-experimental design. Three classes of 11-12-year-old students (n = 73) participated in the study for 12 weeks. Compared to the control group, students in the experimental group, who engaged in peer tutoring with e-book reading, showed significant gains in reading comprehension. Students' perceptions of the benefits of the peer-tutoring resources to their reading are discussed. The findings demonstrate that the integration of peer tutoring in e-book reading results in an effective instructional model for the enhancement of elementary school students' reading.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1257338