Peer tutoring in writing: A school systems approach

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Assessment for Learning
English

Authors

Medcalf, John; Glynn, Ted and Dennis Moore. University of Waikato, University of Auckland, New Zealand

Publisher

Educational Psychology in Practice 20(2) June 2004, pp 157 - 178

Introduction

Peer tutoring is a method of in-class teaching in which same-age or older children are trained to support their peers in learning. It can provide educational benefits for both the tutors and the tutees, and is seen by many as one of the most effective, enjoyable and practical ways in which to deliver individual learning.

This study used an intensive tutoring approach where senior primary school children assisted junior class students to develop writing skills. The responsive nature of the programme meant that tutors were required to use higher cognitive skills than those used in many traditional peer tutoring programmes. Although limited by the small sample, this study shows how both tutors and tutees benefited from the process.

Keywords:
United Kingdom; Primary schools; Key Stage 1; Key Stage 2; Pupils; Literacy; Writing; Peer tutoring

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is peer tutoring? The main findings of the study What else did the study find? What were the aim and the design of this study? What does an inclusive 'process writing' approach consist of? What training did the peer tutors receive? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Peer tutoring in writing: A school systems approach This digest found in Assessment for Learning English Send to a friend Word doc 60KB Printer friendly Collate for later Authors Medcalf, John; Glynn, Ted and Dennis Moore. University of Waikato, University of Auckland, New Zealand Publisher Educational Psychology in Practice 20(2) June 2004, pp 157 - 178 Introduction Peer tutoring is a method of in-class teaching in which same-age or older children are trained to support their peers in learning. It can provide educational benefits for both the tutors and the tutees, and is seen by many as one of the most effective, enjoyable and practical ways in which to deliver individual learning. This study used an intensive tutoring approach where senior primary school children assisted junior class students to develop writing skills. The responsive nature of the programme meant that tutors were required to use higher cognitive skills than those used in many traditional peer tutoring programmes. Although limited by the small sample, this study shows how both tutors and tutees benefited from the process. Keywords: United Kingdom; Primary schools; Key Stage 1; Key Stage 2; Pupils; Literacy; Writing; Peer tutoring