The Effectiveness of a Cross-Age Tutoring Program on the Attitudes and Achievement of First Grade Students

The purpose of this study was to determine whether or not a cross-age tutoring program would positively affect the reading attitudes and reading achievement of first grade participants. A sample population of 16 first grade participants was drawn from a class in a rural school district. The Elementary Reading Attitude Survey (ERAS) was administered prior to, and after, the fourweek study to determine if there were any enhancements of attitudes towards reading. The Standardized Test for Assessment of Reading was also administered prior to, and after, the four-week study to determine if there were any increase in student achievement. The results of this study were analyzed using the SPSS program. The researcher used /Tests for paired samples. The results of this study indicated that the implication of a cross-age tutoring program in this school setting had a positive influence on first graders reading achievement. However, there was not a significant increase in the participants’ attitudes towards reading.

Grantor dc:publisher

The University of Alabama

Year dc:date.issued

2002

Author dc:creator

• Troncale, Jennifer M.

Language dc:language.iso

en_US, English

Repository record dc:identifier.uri

https://ir.ua.edu/handle/123456789/15170

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/15170