The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence

European Journal of Psychology of Education

Volumn 28, Issue 1, 2013, Pages 101-119

  Blanch, Sílvia ^a   Duran, David ^a   Valdebenito, Vanessa ^a   Flores, Marta ^a  

^a UNIVERSITAT AUTÒNOMA DE BARCELONA   (Spain)

Author keywords

Family involvement; Literacy skills; Peer tutoring; Primary school students; Reading comprehension

Indexed keywords

EID: 84873743090     PISSN: 02562928     EISSN: 18785174     Source Type: Journal    
DOI: 10.1007/s10212-012-0104-y     Document Type: Article

References (55)

1. Ainscow, M. (1991). Effective schools for all. London: David Fulton Publishers.
2. Al-Momani, I. A., Ihmeideh, F. M., & Naba'h, A. M. A. (2010). Teaching reading in the early years: Exploring home and kindergarten relationships. Early Child Development and Care, 180(6), 767-785.
3. Block, C. C., & Lacina, J. (2009). Comprehension instruction in kindergarten through grade three. In S. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 494-509). New York: Routledge.
4. Block, C. C., Parris, S. R., Reed, K. L., Whiteley, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262-281.
5. Burns, E. (2006). Pause, prompt and praise - Peer tutored reading for pupils with learning difficulties. British Journal of Special Education, 33(2), 62-67.
6. Català, G., Comes, G., & Renom, J. (2001). Evaluación de la comprensión lectora. Barcelona: Graó.
7. Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Education outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.
8. Collins, A., & Smith, E. E. (1980). Teaching the process of reading comprehension. Technical Report n.182. Urbana: Center for the Study of Reading.
9. Conteh, J., & Kawashima, Y. (2008). Diversity in family involvement in children's learning in English primary schools: Culture, language and identity. English Teaching: Practice and Critique, 7(2), 113-125. Resource document. Practice and Critique. http://education.waikato.ac.nz/research/files/ etpc/2008v7n2art7.pdf. Accessed 2 February 2011.
10. Damon, W., & Phelps, E. (1989). Critical distinctions among three approaches for peer education. International Journal of Educational Research, 58(2), 9-19.
11. Duffy, D. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 28-41). New York: Guilford.
12. Duran, D., & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15(3), 179-199.
13. Duran, D., Blanch, S., Corcelles, M., Flores, M., Merino, E., Oller, M., & Vidal, A. (2009). Llegim en parella. Tutoria entre iguals, a l'aula i a casa, per a la millora de la competència lectora. Barcelona: ICE de la Universitat Autònoma de Barcelona.
14. Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. Journal of Special Education, 39(1), 34-44.
15. Gill, S. R. (2008). The comprehension matrix: A tool for designing comprehension instruction. Reading Teacher, 62(2), 106-113.
16. Goudey, J. (2009). A Parent Involvement Intervention with Elementary School Students: The Effectiveness of Parent Tutoring on Reading Achievement (Doctoral dissertation). Resource document. University of Alberta. http://repository.library.ualberta.ca/dspace/bitstream/10048/561/1/ Goudey-Jennifer-Fall+2009.pdf. Accessed 25 February 2011
17. Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 535-544.
18. Hernández, R., Fernández-Collado, C., & Baptista, P. (2006). Metodología de la investigación. Mexico: McGraw Hill.
19. Hindman, A. H., & Morrison, F. J. (2011). Family involvement and educator outreach in head start: Nature, extent, and contributions to early literacy skills. The Elementary School Journal, 111(3), 359-386.
20. Hook, C. L., & DuPaul, G. J. (1999). Parent tutoring for students with attention - Deficit/hyperactivity disorder: Effects on reading at home and school. School Psychology Review, 28(1), 60-75.
21. Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195-209.
22. Janssen, J., Kirschner, F., Erkens, G., Kirschner, P., & Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches. Educational Psychology Review, 22(2), 139-154.
23. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
24. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31(3), 268-289.
25. Ma, J. (2008). Reading the word and the world. How mind and culture are mediated through the use of dual-language story books. Education 3-13, 3, 237-251.
26. Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading & Writing Quarterly: Overcoming Learning Difficulties, 22(1), 65-89. doi: 10.1080/10573560500203541.
27. Martínez, R. (2004). Familia y educación. Fundamentos teóricos y metodológicos. Oviedo: Universidad de Oviedo.
28. Masters, K., Fuchs, D., & Fuchs, L. (2002). Using peer tutoring to prevent early reading failure. In J. S. Thousand, R. A. Villa, & A. I. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 235-246). Baltimore: Paul H. Brookes.
29. Mathes, P. G., & Fuchs, L. S. (1994). The efficacy of peer tutoring in reading for students with mild disabilities: A best-evidence synthesis. School Psychology Review, 23(1), 59-80.
30. Muschamp, Y., Wikeley, F., Ridge, T., & Balarin, M. (2007). Parenting caring and education (Primary Review Research Survey 7/1). Resource document. University of Cambridge. http://arrts.gtcni.org.uk/gtcni/bitstream/2428/28115/6/ Primary-Review-7-1-report-Parenting-caring-educating-071123.pdf. Accessed 5 February 2011.
31. OECD (2009). Assessment Framework. Key competencies in reading, mathematics and science. París: OECD. Resource document. OECD. http://www.oecd.org/dataoecd/11/40/44455820.pdf. Accessed 1 February 2011
32. OFSTED. (2001). Family learning: a survey of good practice. London: HMSO.
33. Palacios, J. (1997). Psicopedagogía de la educación infantil. Barcelona: Universitat Oberta de Catalunya.
34. Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Research, 77(3), 373-410.
35. Resetar, J. L., Noell, G. H., & Pellegrin, A. L. (2006). Teaching parents to use research-supported systematic strategies to tutor their children in reading. School Psychology Quarterly, 21(3), 241-261.
36. Riba, C. (2007). La metodologia qualitativa en l'estudi del comportament. Barcelona: UOC.
37. Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574.
38. Scruggs, T. E., & Mastropieri, M. A. (1998). Tutoring and students with special needs. In S. Ehly (Ed.), Peer-assisted learning (pp. 165-182). Mahwah: Lawrence Erlbaum Associates Publishers.
39. Sénéchal, M. (2006). The effect of family literacy interventions on children's acquisition of reading from kinder-garten to grade 3. National Center for Family Literacy.
40. Sharan, S. (1994). Handbook of cooperative learning methods. London: Praeger.
41. Silinskas, G., Parrila, R., Lerkkanen, M. K., Poikkeus, A. M., Niemi, P., & Nurmi, J. E. (2010). Mothers' reading-related activities at home and learning to read during kindergarten. European Journal of Psychology of Education, 25(2), 243-264.
42. Slavin, R. E. (1980). Effects of individual learning expectations on student achievement. Journal of Educational Psychology, 72(4), 520-524.
43. Spencer, V. G., & Balboni, G. (2003). Can students with mental retardation teach their peers? Education and Training in Developmental Disabilities, 38(1), 32-61.
44. Steensel, R. V., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69-96.
45. Susar, F. K. (2010). Relationship between reading comprehension strategy use and daily free reading time. Procedia - Social and Behavioral Sciences, 2(2), 4752-4756.
46. Topping, K. (2000). Tutoring by peers, Family and Volunteers. Ginebra: International Bureau of Education: UNESCO.
47. Topping, K. (2006). Paired reading: Impact of a tutoring method on reading accuracy, comprehension and fluency. In T. Rasinski, C. Blachowicz, & K. Lems (Eds.), Fluency instruction: Research-based best practices (pp. 173-191). New York: The Guilford Press.
48. Topping, K. (2009). A randomised controlled trial of reading tutoring: Outcomes and Process. Paper presentation of the 13th Biennial EARLY conference: Fostering Communities of Learners, Amsterdam, the Netherlands, August 25-29, Book of abstracts, 2009. Resource document. EARLY conference. http://www.earli2009.org/bookofabstracts/start.html. Accessed 8 February 2011.
49. Topping, K., & Ehly, S. (Eds.). (1998). Peer-assisted learning. Nova Jersey: Lawrence Erlbaum Associates.
50. Topping, K., & Hogan, J. (1999). Read on: Paired reading and thinking video resource pack. Londres: BP Educational Services.
51. Valdebenito, V., & Duran, D. (2010). Implicación familiar en un programa de tutoría entre iguales para la mejora de la comprensión y la velocidad lectora. In J. J. Gazqués & M. C. Pérez (Eds.), Investigación en Convivencia Familiar. Variables relacionadas (pp. 433-438). Granada: GEU.
52. Walker, J. M. T., Ice, C. L., Hoover-Dempsey, K. V., & Sandler, H. M. (2011). Latino parents' motivations for involvement in their children's schooling: An exploratory study. The Elementary School Journal, 111(3), 409-429.
53. Wanzek, J., Vaughn, S., Kim, A., & Cavanaugh, C. L. (2006). The effects of reading interventions on social outcomes for elementary students with reading difficulties: A synthesis. Reading & Writing Quarterly: Overcoming Learning Difficulties, 22(2), 121-138. doi: 10.1080/10573560500242192.
54. Whendall, K., & Colmar, S. (1990). Peer tutoring in low-progress readers using pause, prompt and praise. In H. Foot, M. Morgan, & R. Shute (Eds.), Children helping children (pp. 117-134). Chichester: John Wiley and Sons.
55. Wolfendale, S., & Topping, K. (Eds.). (1996). Family involvement in literacy: Effective partnerships in education. Londres: Cassell.