ModelCross-Age Peer Tutoring
Target Student PopulationElementary Race/Ethnicity
This study was conducted to measure the impact of cross-age tutoring on the reading fluency of Hispanic elementary school students. 73 second and third grade students participated in this study and received tutoring in reading from Hispanic middle school students. The reading fluency of the students were assessed at three different periods using school district fluency measurement: before tutoring began, mid-year and after tutoring ended. The students were also compared with Hispanic second and third graders who didn’t receive reading support. The teachers and administrators’ perspectives on the effectiveness of the tutors was measured with a Likert scale questionnaire. The results of the study indicated that tutors were beneficial to the improvement in reading fluency of the elementary Hispanic students and were viewed as role models by the younger students.