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CROSS‐AGE TUTORING: FIFTH GRADERS AS ARITHMETIC TUTORS FOR KINDERGARTEN CHILDREN 1
Author(s) -
Johnson Martha,
Bailey Jon S.
Publication year - 1974
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1974.7-223
Subject(s) - tutor , psychology , mathematics education , test (biology) , arithmetic , developmental psychology , mathematics , paleontology , biology
Five fifth‐grade students tutored five kindergarten children in basic arithmetic skills for 7.5 weeks. A control group consisted of five kindergarten children who received no tutoring and were matched with the experimental group in arithmetic ability. Pre‐, mid‐, and posttesting was done using a skills‐based arithmetic test. Results showed that the experimental group made far greater gains than the control group on a post‐test comparison (matched pairs signed ranks test p = 0.062). In addition, a subanalysis of specific arithmetic skills showed they were improved only when tutoring for that skill was carried out. Systematic observations made of the tutor‐student interactions indicated wide tutor‐to‐tutor variability in the percentage of student responses praised, and very little use of negative, disapproving statements. It was concluded that trained fifth‐grade students can effectively teach basic arithmetic skills to kindergarteners.