Abstract
Methods
Two grouping configurations are examined via two studies. In Study 1, 45 at-risk preschoolers (18 boys, 27 girls) were selected
and randomly assigned to a one-on-one tutoring or paired tutoring condition. In Study 2, 54 at-risk children (31 boys, 23
girls) were selected and randomly assigned to one of two pairing conditions: with a highly-skilled peer or with a similarly
low-skilled peer. In each study, children received tutoring that supplemented the classroom instruction twice a week over
the academic year.
and randomly assigned to a one-on-one tutoring or paired tutoring condition. In Study 2, 54 at-risk children (31 boys, 23
girls) were selected and randomly assigned to one of two pairing conditions: with a highly-skilled peer or with a similarly
low-skilled peer. In each study, children received tutoring that supplemented the classroom instruction twice a week over
the academic year.
Results
In Study 1, children in both conditions made similar gains on the alphabet knowledge and phonological awareness measures and
the one-on-one group outperformed the paired group on receptive vocabulary but the effect size was small. In Study 2, the
children in the matched-pairing condition evidenced a trend toward greater gains than those paired with high-skilled peer
on the phonological awareness measure but not on alphabet knowledge and receptive vocabulary measures.
the one-on-one group outperformed the paired group on receptive vocabulary but the effect size was small. In Study 2, the
children in the matched-pairing condition evidenced a trend toward greater gains than those paired with high-skilled peer
on the phonological awareness measure but not on alphabet knowledge and receptive vocabulary measures.
- Content Type Journal Article
- Category Original Paper
- Pages 1-16
- DOI 10.1007/s10566-012-9184-8
- Authors
- Carol Vukelich, University of Delaware, Newark, DE, USA
- Laura M. Justice, Ohio State University, Columbus, OH, USA
- Myae Han, University of Delaware, Newark, DE, USA
- Journal Child and Youth Care Forum
- Online ISSN 1573-3319
- Print ISSN 1053-1890