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Using Peer Tutoring to Improve Reading Skills is a very practical
guide, offering a straightforward framework and easy-to-implement
strategies to help teachers help pupils progress in reading. A
succinct introduction, it shows how schools can make positive use
of differences between pupils and turn them into effective learning
opportunities. Outlining the evidence base supporting peer tutoring
approaches, it explores the components of the reading process and
explains how peer tutoring in reading can be used with any method
of teaching reading. Core topics covered include: Planning and
implementing peer tutoring Getting your school on board How to
structure effective interaction Training peer tutors and tutees
Paired Reading - cross-ability approaces One Book for Two -
fostering fluency, reading comprehension, and motivation Reading in
Pairs - cross and same-year tutoring Supporting struggling readers
Involving families in peer tutoring Evaluation and feedback.
Illustrated throughout with practical examples from diverse schools
across Europe, Using Peer Tutoring to Improve Reading Skills is an
essential introduction offering easy-to-use guidelines that will
support teachers in primary and secondary schools as they enhance
pupil motivation and improve reading standards.
Using Peer Tutoring to Improve Reading Skills is a very practical
guide, offering a straightforward framework and easy-to-implement
strategies to help teachers help pupils progress in reading. A
succinct introduction, it shows how schools can make positive use
of differences between pupils and turn them into effective learning
opportunities. Outlining the evidence base supporting peer tutoring
approaches, it explores the components of the reading process and
explains how peer tutoring in reading can be used with any method
of teaching reading. Core topics covered include: Planning and
implementing peer tutoring Getting your school on board How to
structure effective interaction Training peer tutors and tutees
Paired Reading - cross-ability approaces One Book for Two -
fostering fluency, reading comprehension, and motivation Reading in
Pairs - cross and same-year tutoring Supporting struggling readers
Involving families in peer tutoring Evaluation and feedback.
Illustrated throughout with practical examples from diverse schools
across Europe, Using Peer Tutoring to Improve Reading Skills is an
essential introduction offering easy-to-use guidelines that will
support teachers in primary and secondary schools as they enhance
pupil motivation and improve reading standards.
Peer learning allows a positive use of differences between pupils,
turning them into learning opportunities. Yet education
professionals often remain unfamiliar with the principles necessary
to guarantee its effectiveness. The aim of this book is to help
practitioners establish well-structured and effective peer learning
projects using a variety of methods. It introduces and defines
cooperative learning (mutual peer interaction) and peer tutoring
(directional peer interaction) - outlining general organisational
principles that will help practitioners implement peer learning in
either of these forms. The authors consider how to prepare and
train learners to undertake their roles effectively, and how to
organise and monitor the process of interaction as it is happening.
They then look at how these systems actually operate in the
classroom, exploring how the organisational principles work in
practice and giving many practical examples. Subsequently three
successive chapters consider how to structure peer interactions in
cooperative learning, same-age peer tutoring and cross-age peer
tutoring. Finally, the advantages and problems, and the potential
and challenges, of peer learning are examined. The book should be
read in stages, with each part being able to be read on its own -
thus providing time for reflection. Within each part, readers can
choose to focus on cooperative learning or peer tutoring. The
successive focuses on definitions, general principles of
implementation and practical issues of implementation should help
practitioners build their skills and confidence. Many choices
between methods are described, and when teachers are confident in
one method they may then consider trying a new method. It is the
authors' hope that the book will become a model for peer learning
by sharing with readers the skills of other practitioners, and
thereby helping all children to develop to their full potential.
Peer learning allows a positive use of differences between pupils,
turning them into learning opportunities. Yet education
professionals often remain unfamiliar with the principles necessary
to guarantee its effectiveness. The aim of this book is to help
practitioners establish well-structured and effective peer learning
projects using a variety of methods. It introduces and defines
cooperative learning (mutual peer interaction) and peer tutoring
(directional peer interaction) - outlining general organisational
principles that will help practitioners implement peer learning in
either of these forms. The authors consider how to prepare and
train learners to undertake their roles effectively, and how to
organise and monitor the process of interaction as it is happening.
They then look at how these systems actually operate in the
classroom, exploring how the organisational principles work in
practice and giving many practical examples. Subsequently three
successive chapters consider how to structure peer interactions in
cooperative learning, same-age peer tutoring and cross-age peer
tutoring. Finally, the advantages and problems, and the potential
and challenges, of peer learning are examined. The book should be
read in stages, with each part being able to be read on its own -
thus providing time for reflection. Within each part, readers can
choose to focus on cooperative learning or peer tutoring. The
successive focuses on definitions, general principles of
implementation and practical issues of implementation should help
practitioners build their skills and confidence. Many choices
between methods are described, and when teachers are confident in
one method they may then consider trying a new method. It is the
authors' hope that the book will become a model for peer learning
by sharing with readers the skills of other practitioners, and
thereby helping all children to develop to their full potential.
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