Using Peer Tutoring to Improve Reading Skills

A practical guide for teachers
1. Auflage 2015
ISBN: 978-1-138-84329-5
Verlag: Routledge

Buch, Englisch, 164 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 308 g

Using Peer Tutoring to Improve Reading Skills is a very practical guide, offering a straightforward framework and easy-to-implement strategies to help teachers help pupils progress in reading. A succinct introduction, it shows how schools can make positive use of differences between pupils and turn them into effective learning opportunities.

Outlining the evidence base supporting peer tutoring approaches, it explores the components of the reading process and explains how peer tutoring in reading can be used with any method of teaching reading. Core topics covered include:

- Planning and implementing peer tutoring

- Getting your school on board

- How to structure effective interaction

- Training peer tutors and tutees

- Paired Reading - cross-ability approaces

- One Book for Two - fostering fluency, reading comprehension, and motivation

- Reading in Pairs - cross and same-year tutoring

- Supporting struggling readers

- Involving families in peer tutoring

- Evaluation and feedback.

Illustrated throughout with practical examples from diverse schools across Europe, Using Peer Tutoring to Improve Reading Skills is an essential introduction offering easy-to-use guidelines that will support teachers in primary and secondary schools as they enhance pupil motivation and improve reading standards.

Zielgruppe

Professional, Professional Practice & Development, and Undergraduate

Autoren/Hrsg.

Topping, Keith

Duran, David

Keer, Hilde van

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Section A INTRODUCTION 1. Reading 2. Peer Tutoring 3. Peer Tutoring in Reading Section B EVIDENCE-BASED GOOD PRACTICES 4. Paired Reading: What Is It? 5. Paired Reading: Does It Work? 6. One Book for Two: What Is It? 7. One Book for Two: Does It Work? 8. Reading in Pairs: What Is It? 9. Reading in Pairs: Does It Work? Section C ORGANISING AND IMPLEMENTING PEER TUTORING 10. Planning: Context, Objectives, Materials, Recruitment, Selection and Contact 11. Operating: Training, Monitoring, Feedback and Evaluation 12. The Role of the Teacher in Peer Tutoring 13. Evaluation of Peer Tutoring 14. Sustaining and Embedding Peer Tutoring

Über Autor(innen)

Keith Topping is Professor of Educational and Social Research in the School of Education at the University of Dundee, UK, where he is Director of the Centre for Peer Learning.

David Duran is Assistant Professor of Educational Psychology in the Faculty of Sciences of Education at Universitat Autònoma de Barcelona, Spain.

Hilde Van Keer is Professor in the Department of Educational Studies at Ghent University, Belgium.