Peer Tutoring's Effect on the Comprehension Performance of Struggling Readers: A Meta-Analysis

• In Event: Critical Issues in Literacy Research 3

Abstract

The purpose of this meta-analysis was to evaluate the effects of peer tutoring on reading comprehension performance for struggling readers. The second purpose of this meta-analysis was to examine the difference of the effects of peer tutoring on comprehension performance for elementary versus secondary students. After conducting extensive search procedures, we included 35 studies that had 50 effect sizes. The overall effect size was moderate suggesting peer tutoring has positive effects on comprehension performance for struggling readers. Also, performing a sub-group analysis to determine the difference between elementary and secondary students when exposed to peer tutoring did not reveal significant results. Limitations and implications for research and practice are discussed and addressed.

Authors

• Fahad Abdullah Alharbi, The University of Taibah

• Turkey Khalaf Alzahrani, The University of Kansas

• Mohammed Hindi BinHindi, king Saud University

• Qingqing Zhu, The University of Kansas