Effect of family and peer tutoring programs on reading comprehension skills
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Abstract
This study aims to study the effectiveness of peer tutoring programs through peers and families in improving reading comprehension skills. This study used a quasi-experimental method involving a sample of 450 elementary school students consisting of 250 and 200 students each to take part in a tutoring program with family members and friends. In addition, this study also involved 450 tutors, a combination of tutors from family members and peers. Students' reading comprehension skills were assessed through pretest and posttest. The pretest and posttest were conducted to see a comparison of the effectiveness of the two tutoring programs in improving reading comprehension skills. Family demographic data were generated through questionnaires and interviews. The results showed that peer tutoring programs conducted by peers and family members were equally effective in improving reading comprehension skills. This peer tutoring program is able to control reading skills intensively and evaluate reading comprehension skills compared to self-assessment. So, peer tutoring programs in general can improve students' reading comprehension skills. The implication of this research is that the role of the family is very vital in supporting student literacy activities. Families must actively participate in helping their child's cognitive abilities.
Keywords: Peer tutoring, reading comprehension ability, peer tutoring, family tutoring
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Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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