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Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions

Hilde Van Keer and Jean Pierre Verhaeghe
The Journal of Experimental Education
Vol. 73, No. 4 (Summer, 2005), pp. 291-329
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20157404
Page Count: 39
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Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions
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Abstract

The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy perceptions. For 2nd graders, multilevel analyses revealed significant STRAT and STRAT + CA effects; however, the effects did not last after finishing the program. Fifth graders in all 3 experimental conditions performed significantly better on the posttest than their control group peers. Results also showed continued growth for the STRAT and STRAT + CA conditions until at least 6 months after students finished the program. Moreover, on both the posttest and retention test, 5th graders in the STRAT + CA condition reported significantly fewer negative thoughts related to their reading proficiency.

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