Cross-age peer tutoring of reading and thinking: Influence on thinking skills

Educational Psychology

Volumn 24, Issue 5, 2004, Pages 595-621

  Topping, Keith J ^a   Bryce, Angela ^b  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

^b Aberdeen City Educational Psychology Service   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 5644238791     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/0144341042000262935     Document Type: Article

References (46)

1. Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement. London and New York: Routledge.
2. Bangert-Drowns, R. L., & Bankert, E. (1990). Meta-analysis of effects of explicit instruction for critical thinking. ERIC Document Reproduction Service, ED 328 614.
3. Blagg, N. (1991). Can we teach intelligence?: A comprehensive evaluation of Feuerstein's Instrumental Enrichment programme. London: Lawrence Erlbaum Associates.
4. Brooks, G. (2002). What works for children with literacy difficulties? The effectiveness of intervention schemes. Research Report RR380. London: Department for Education and Skills. Retrieved from http://www.dfes.gov.uk/ research/data/uploadfiles/rr380.pdf
5. Brooks, G., Flanagan, N., Henkhuzens, Z., & Hutchison, D. (1998). What works for slow readers? The effectiveness of early intervention schemes. Slough, UK: National Foundation for Educational Research.
6. Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of Transactional Strategies Instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88, 18-37.
7. Cohen, P. A., Kulik, J. A., & Kulik, C. L. C. (1982). Educational outcomes of tutoring: a meta-analysis of findings. American Educational Research Journal, 19, 237-248.
8. DeBono, E. (1990). Lateral thinking: Creativity step-by-step (revised ed.). London and New York: Harper Collins.
9. Fisher, R. (1996). Stories for thinking. Oxford, UK: Nash Pollock.
10. Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. Elementary School Journal, 99, 201-220.
11. Garcia-Moriyon, F., Colom, R., Lora, S., Rivas, M., & Traver, V. (2000). Evaluation of Philosophy for Children: a program of learning thinking skills. Psicothema, 12, 567-571.
12. King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology, 83, 307-317.
13. King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 87-115). Mahwah, NJ and London: Lawrence Erlbaum Associates.
14. King, A., Staffieri, A., & Adelgais, A. (1998). Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90, 134-52.
15. Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52, 738-747.
16. Lim, T. K. (1995). An approach to the evaluation of the Philosophy for Children program. Journal of Cognitive Education, 4, 89-101.
17. Lipman, M. (1984). The cultivation of reasoning through philosophy. Educational Leadership, 42, 51-66.
18. Mastropieri, M. A., & Scruggs, T. (2000, April). Can middle school students with serious reading difficulties help each other and learn anything? Qualitative and quantitative outcomes of a peer tutoring investigation. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
19. McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing students' thinking (Research Report No. 115). London: The Stationery Office (for the Department for Education and Employment).
20. McKenna, M. C., & Kear, D. J. (1990). The Elementary Reading Attitude Survey. The Reading Teacher, 48, 636-639.
21. McKinstery, J., & Topping, K. J. (2003). Cross-age peer tutoring of thinking skills in the high school. Educational Psychology in Practice, 19(3), 199-217.
22. National Foundation for Educational Research (1998). Group reading test II: 6-14. Windsor: NFER-Nelson.
23. Nickerson, R. S. (1988). On improving thinking through instruction. Review of Research in Education, 15, 3-57.
24. Niklasson, J., Ohlsson, R., & Ringborg, M. (1996). Evaluating Philosophy for Children. Thinking: The Journal of Philosophy for Children, 12(4), 17-23.
25. Nisbet, J., & Davies, P. (1990). The curriculum redefined: learning to think - thinking to learn. Research Papers in Education, 5, 49-72.
26. Norris, S. P., & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Critical Thinking Press.
27. Palincsar, A. S., & Brown, A. L. (1988). Teaching and practicing thinking skills to promote comprehension in the context of group problem solving. Remedial and Special Education, 9, 53-59.
28. Perkins, D. N., & Grotzer, T. A. (1997). Teaching intelligence. American Psychologist, 52, 1125-1153.
29. Powell, S. (1987). Improving critical thinking: a review. Educational Psychology, 7, 169-185.
30. Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: a review of the research. Review of Educational Research, 64, 479-530.
31. Savell, J. M., Twohig, P. T., & Rachford, D. L. (1986). Empirical status of Feuerstein's "Instrumental Enrichment" technique as a method of teaching thinking skills. Review of Educational Research, 56, 381-409.
32. Sharpley, A. M., & Sharpley, C. F. (1981). Peer tutoring: a review of the literature. Collected Original Resources in Education, 5(3), C-711.
33. Shayer, M., & Beasley, F. (1987). Does Instrumental Enrichment work? British Educational Research Journal, 13, 101-119.
34. Simmons, D., Fuchs, D., Fuchs, L. S., Pate, J., & Mathes, P. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research and Practice, 9, 203-212.
35. Sternberg, R. J. (1987). Teaching critical thinking: eight ways to fail before you begin. Phi Delta Kappa, 68, 456-459.
36. Topping, K. J. (1995). Paired reading, spelling and writing: The handbook for teachers and parents. London and New York: Cassell.
37. Topping, K. J. (2000). Tutoring by peers, family and volunteers. Geneva: International Bureau of Education, United Nations Educational, Scientific and Cultural Organisation (UNESCO). Retrieved September 1, 2002, from http://www.ibe.unesco.org/international/publications/educationalpractices/ prachome.htm (also in translation in Chinese and Spanish).
38. Topping, K. J. (2001a). Peer assisted learning: A practical guide for teachers. Cambridge, MA: Brookline Books. Details available online at http://www.dundee.ac.uk/psychology/kjtopping/plearning.html
39. Topping, K. J. (2001b). Thinking reading writing: A practical guide to paired learning with peers, parents and volunteers. New York and London: Continuum International. Details available online at http://www.dundee.ac.uk/ psychology/trw
40. Topping, K. J., & Ehly, S. (Eds.) (1998). Peer-assisted learning. Mahwah, NJ and London: Lawrence Erlbaum.
41. Topping, K. J., & Ehly, S. W. (2001). Peer assisted learning: a framework for consultation. Journal of Educational and Psychological Consultation, 12, 113-132.
42. Topping, K. J., & Hogan, J. (1999). Read On: Paired reading and thinking video resource pack. London: BP Educational Services.
43. Topping, K. J., & Lindsay, G. A. (1992). Paired reading: a review of the literature. Research Papers in Education, 7, 199-246.
44. Topping, K. J., & Whiteley, M. (1990). Participant evaluation of parent-tutored and peer-tutored projects in reading. Educational Research, 32, 14-32.
45. Trickey, S., & Topping, K. J. (2004). Philosophy for Children: a systematic review. Research Paper in Education, 19(3), 363-378.
46. Yuill, N., & Oakhill, J. (1988). Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2, 33-45.