Hispanic students are falling behind their peers in reading fluency and are struggling to close the gap. This study examined the reading fluency influence on 73 Hispanic second and third grade students while receiving reading fluency support from middle school Hispanic tutors. These students were compared to Hispanic second and third grade students not receiving tutoring reading support. All students were assessed before the tutors gave reading support, mid-year and after the reading support finished using a school district fluency measurement. Findings found that students made rapid growth in reading fluency from the beginning of the tutoring support to mid-year. From mid-year to the end of the tutoring support, students continued to make growth but at a slower rate. The study used a Likert scale questionnaire given to the teachers and administrators to evaluate perspectives of the effectiveness of the tutors. The findings indicate that tutors are beneficial in supporting the increase in reading fluency achievement as well as being role-models for young Hispanic students. Results of the study suggest that small group instruction guided by a tutor is beneficial to second and third grade students.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Rodriguez, Ana Isabel, "Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic Title I Second and Third Grade Students" (2013). Theses and Dissertations. 3908.
peer tutors, Hispanic, Latino, reading fluency, tutoring, fluency support