The Effects of Tutor Age on Academic Performance in Reading Accuracy and Fluency

Author

David D. Manson

Date of Award

4-1996

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Howard E. Farris

Second Advisor

Dr. Kevin Armstrong

Access Setting

Masters Thesis-Open Access

Abstract

Many studies have demonstrated that the use of peer tutoring or peer assistance in the classroom is effective 0 (Ezell, Kohler, & Jarzynska, 1992; Fantuzzo, Riggio, Connelly, & Dimeff, 1989; Greenwood et al., 1984; Knapczyk, Johnson, & McDermott, 1983; Stern, Fowler, & Kohler, 1988; Trapani & Gettinger, 1989). Although this research appears to be fundamentally sound, several questions have been left unanswered. First, what has peer tutoring been compared to when it has been shown to be effective? Second, which variable or variables of peer tutoring made it effective? This study provided a partial answer to these questions, through the evaluation of tutor age as a variable affecting reading accuracy and fluency. The results suggested that age may not be an important variable in the tutoring of reading skills. This result showed that student reading performance was similar when using a peer tutor or an adult tutor which indicates that the use of peer tutors may be a viable option for teachers.

Recommended Citation

Manson, David D., "The Effects of Tutor Age on Academic Performance in Reading Accuracy and Fluency" (1996). Masters Theses. 3348.
https://scholarworks.wmich.edu/masters_theses/3348