A Peer Tutoring Program for Reading Comprehension: Evidence After 10 Years of Implementation

• In Event: Cooperative Learning

Abstract

This study investigates the development of reading comprehension in students who participated in [program name], based on peer tutoring. Data is collected from 8,128 primary school students (aged 6–12, coming from 58 schools) who took part in the program in a school year between 2012 and 2022. A pretest-posttest was carried out to identify changes in reading comprehension, and the interaction of a sample of pairs was analyzed to spot actions that may explain these changes. Results indicate improvements in reading comprehension for all grades, formats, and roles. Interaction analysis shows an explicit use of reading comprehension strategies, repeated reading aloud, and the joint reflective construction of answers, which may be key to improve reading comprehension.

Authors

• Marta Flores, Universitat Autònoma de Barcelona

• Jesús Ribosa, Universitat Autònoma de Barcelona

• David Duran Gisbert, Universitat Autonoma de Barcelona