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Action Research: Improving Reading
Comprehension through Peer Tutoring
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Robyn Darbyshire
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Southwestern Professional Studies

EDUC 512
Submitted to Dr. Teresa San Martin
August 14,2013

Motivation Through Peer Tutoring 2

Abstract
This paper is a plan for an action research project focused on increasing students reading
comprehension through peer tutoring. It includes a description of what the action research will
involve, a review of current literature relevant to the identified area, and a timeline on how to
implement this structure. It will also include data collection strategies and strategies to increase
validity with this research. Finally it includes projected results.

Motivation Through Peer Tutoring 3

Research Focus
I feel very passionate in my job about student motivation and creating a positive
classroom climate. I would like to study how peer interactions would help motivate
my students through peer tutoring scenarios and collaborative teaching strategies.
I was introduced to a peer reading program called PALS in one of my other classes
here at Southwestern and became very interested in this structure of pairing up a
higher reader with a lower and having a coaching (first the higher learner, and then
the lower) type of strategy to help increase motivation, interest, and learning for my
students. At our school, being a therapeutic day school for ED students, positive
behavior is our goal. One thing I noticed right away is that my students lack social
skills. This lack of how to appropriately interact with their peers is something I
desperately want to help them with. I believe that through peer tutoring I will see
a rise in motivation towards reading, camaraderie between classmates, and
hopefully happier social skills with ED students.

Search Criteria
In my search I used the database EBSCOhost at the Southwestern Colleges Deets Library
website. I searched peer tutoring using the Search General Database. I made sure I checked the
full text and peer reviewed boxes when I began my search using the key words peer tutoring.
Numerous results were quickly displayed and I chose my fourteen articles to begin my research.

Motivation Through Peer Tutoring 4

Literature Review
Through my research I learned that class wide peer tutoring or CWPT is not a new idea. It
began back in the 1970s (Bond & Castanera, 2006). It was introduced to students as a way to
heighten their comprehension and fluency with their reading. This, by using peer tutoring, is
exactly what happened. Students levels did rise. However, it also showed that a bond could be
made between classmates working together and thus created a stronger, more positive learning
environment for all learners, including those with disabilities. Mackinnon, Haque, and Stark
(2009) defined peer teaching as teaching that takes place between students that are in the same
group.
What is the process to begin using CWPT? When you use the peer tutoring strategy, a student
with higher academic ability is paired with a student with lower academic ability. Everyday
classroom materials are used, but the materials might be individualized to each student in the pair
(Bond & Castanera, 2006). Many of the articles suggested training your tutors, or your whole
class, on how to tutor or coach the person you are trying to help. Franca and Kerr (1990) came
up with a process that included four steps. These four steps of problem presentation, instruction,
error correction, and social reinforcement were processed through modeling of these steps and
role playing. It is important to have the procedures set in place so your students know how and
what they need to do to help one another with their skills. Miller, Topping, & Thurston (2010)
suggested having the peers meet once a week for a half an hour to practice their skills. During
these thirty minutes of time, the pairs would choose a book to read. The children sit side-by-side
so that they can both see the book comfortably. The students are encouraged to stop and discuss
the parts of the book to ensure that the tutee comprehends the story and to build enjoyment for

Motivation Through Peer Tutoring 5

what is being read. The tutor will read with the tutee at the start, and during difficult passages.
While reading together, the tutor will model fluent reading (Miller et al. 2010).
The teachers role when using a peer tutoring structure includes determining the content to be
tutored, how learning is approached by tutors, monitoring student progress and facilitating
student interaction (Tansy & de Barona, 1996). Green, Alderman, & Liechty (2004)
recommended ongoing progress monitoring by giving the al-risk readers weekly CBM reading
probes to check for comprehension and fluency. It is essential that a teacher monitors their
students and the class progress. Harper, Maheady, Mallette, & Karnes (1999) remind teachers
to be aware of the sign that tell that their students are not being successful with the CWPT. If this
becomes the case, a teacher would want to look at how often are your students practicing, are the
tutors following tutoring procedures, or maybe your students have had poor attendance (Harper,
et al. 1999).
Through my research I read about many positive effects peer tutoring can have on a students
abilities and their relationships with their peers. Dufrene, Reisene, Olmi, Zoder-Martell,
McNutt, & Horn (2010) wrote that in addition to increased academic engagement, peer tutoring
also increases students opportunities to respond and immediate feedback regarding
performance. As a result, peer tutoring offers the potential of individualized instruction with
modest demands on educators. Furthermore, peer tutoring is an enormously resource efficient
procedure because students are in abundant supply in our schools. (Dufrene, et al. (2010). The
only negative aspects of peer tutoring I read about were when a student was not progressing due
to attendance, poor tutor/ tutoree partnership, or not enough practice time with their peer.
In conclusion, I am definitely excited about implementing peer tutoring into my classroom
this year. I have used some pair share learning activities before in my regular ed. classroom and

Motivation Through Peer Tutoring 6

the students really enjoyed the activities. There is something magical that happens when
students are given the opportunity to help one another. This something has been missing for me
in our classroom at my new job. I know my clientele is different being a therapeutic day school
for ED students. However, I believe these students will benefit the most from introducing them
to working together.

Purpose and Research Questions

My area of research will be in looking at how a students motivation can be effected in a
positive way by working with a peer. I plan to look at how I can help my K-12 students
collaborate with their peers and at the same time help them with their social skills and motivation
towards their school work. I am a science teacher at a therapeutic day school. I teach all levels,
with all four of my classes being cross grade leveled and many varied skill levels within each
class. Many of the students are behind with their reading skills due to their behaviors and
disabilities that have caused them to miss out on being included in their classes at their home
schools. Another prevalent occurrence with my students is their almost automatic reaction to
giving up on themselves with any assignment they feel they are too dumb to do. I have never
seen anything like it. I am hoping through peer tutoring, cooperative learning activities, and
consistent, organized, structured strategies that their attitudes and learning will change. Through
my research I plan to implement a peer assisted reading time where students will be paired up to
practice and perfect their reading skills. I will track their progress through Read Naturally Live
and through Accelerated Reader. My purpose will be to see if reading comprehension can be
improved by consistent practice with a peer and pair share reading activities. I will also be
looking at how peer tutoring affects my students motivation and attitude towards school, and in
what ways will my students social skills change?

Motivation Through Peer Tutoring 7

Participants Background
The Therapeutic Day School was established through the mutual cooperation of three school
districts to meet diverse, unique emotional and mental health needs of their K-12 students. The
Therapeutic Day School offers four educational classrooms focusing on the core curriculum
areas. All classrooms are staffed with certified teachers and behavior technicians. Some students
receive additional support in the special education classroom through Mental Health Association
(MHA), Behavioral Link, and/or COMCARE. In addition to traditional core curriculum,
students receive group counseling under the supervision of a Licensed Specialist Clinical Social
Worker (LSCSW) two times a week. Also available to students is individual counseling which is
provided on site by an LSCSW in private practice. Both Medicaid and some individual insurance
are accepted by this provider. Other additional related services may be included in a student's
school day as determined by the student's Individual Education Program (IEP) team. Students
are enrolled into their home school districts. Students are referred through the sending local
school district Special Education/Student Services Director. All students have been evaluated
and categorized for special education services and all lesser restrictive settings were not
successful for the students as determined by the Individual Education Program (IEP) team.
The Therapeutic Day School currently has 36 students with 70% on free and reduced lunches.
The focus of my research will be conducted with my middle school and two high school classes.
So three out of my four classes will help me compile my data.

Intervention
I plan to collaborate with the schools language arts teacher in my building mainly because I
teach science and also a reading interventions class to the whole school too. The reading

Motivation Through Peer Tutoring 8

intervention class is a great way for me to plan my reading intervention activities that highlight
and accompany the skills that the language arts teacher is teaching. The language arts teacher
will also be of great assistance when it comes to collecting data from our students. Once in my
reading intervention class, all students will be divided into pairs. I will make sure that a higher
reader is placed with a lower reader and assign the pair. Each member of the pair will take turns
being a coach and a reader. As the reader reads aloud, the coach listens and provides corrective
feedback. Then the pair will switch roles. The students will be able to choose from a variety of
different genres to practice their fluency and comprehension. Accelerated Reader tests will be
taken after a student has completed a book. This strategy will be used three times a week, and
partners will practice their reading for 30 minutes. I and the para-professionals will monitor the
classroom by scanning, moving, and interacting with the pairs to make sure they are on track.
Teachers will monitor the students by using a rubric to check if the students are on task, working
well with their partner, and what their attitudes are towards their task.

Data Collection Strategies

What I want to find out through my action research is How will a peer tutoring intervention
improve my students reading comprehension and fluency? I plan to collaborate with the
language arts teacher at my school and have the students take a STAR reading assessment at the
beginning of the school year in their language arts class. This assessment will be one indicator
of how well my students read and what currently is their reading grade equivalency. The test
adjusts to the students ability level, so each correct and incorrect answer allows the STAR
reading program to calculate the test-takers actual achievement level. This will be the start in
how I pair up the students by their abilities, with my objective to pair a higher reader with a
lower. I will progress monitor the students by using the diagnostic report from Accelerated

Motivation Through Peer Tutoring 9

Reader that shows how many AR tests have been taken, passed and what level of book each
student is reading. At the end of the semester I will ask the language arts teacher to give another
STAR reading assessment to check for improvement. Another data collecting tool I will be
using is a Teacher Monitoring Rubric (Appendix A). My paraprofessionals and I will be walking
around the classroom during the peer tutoring intervention time monitoring the class making sure
pairs are on task, answering any questions that may come up, and filling out a rubric for each
student. The rubric will include if the students were on task and using their time wisely, how
well they worked with their peer, and what their attitude was towards the task at hand. This
rubric will be an accountability piece as well for the students to make sure they are following
classroom expectations.
I am also wondering what affect peer tutoring will have on my students motivation towards
school. Many times I have seen my students give up on what they are working on and
themselves. I have hopes that by working with their peers that their attitudes towards school will
change for the positive. I would love to see my students make friendships with their fellow
classmates, and learn how to work together. One way to collect data in this area is by giving my
students a motivation survey (Appendix B). I plan to give them this survey multiple times
during the school year. I like the idea of this research as being a reflective tool to help me better
reach my students, and to give them a voice in how we can make school a better place for them
to be. I will have this survey be anonymous, that way I feel I can get the most honest answers
from the students.
Another aspect of this action research that I am interested in, is to see how peer tutoring will
affect my students social skills. Like the motivation survey, I plan on using a social skills
questionnaire (Appendix C). I will have the students answer this at the beginning of every nine

Motivation Through Peer Tutoring 10

weeks. I like the idea of modeling for students how to work things out, and role playing, as a
class, different scenarios on how to interact with other people. I am assuming there will be some
situations that come up naturally through students working with peers that will need to be
addressed. Something that I picked up on very quickly at our school is the lack of how most of
our students communicate properly in different situations. My hopes that are through having a
reflective time at the end of each reading intervention/ peer tutoring session we can discuss, as a
class family, things that went well for the period, and things that we need to work on. It will be
through these sessions I intend for my students to learn how to improve on their social skills.

Plan for Increasing Validity

Projected Results
Conclusion

Motivation Through Peer Tutoring 11

References
Bond, R., & Castagnera, E. (2006). Peer supports and inclusive education: An underutilized
resource. Theory into Practice, 45(3), 224-229. doi:10.1207/s15430421tip4503_4

Downing, J., Brewer, R. D., Reid, M. S., & Rhine, B. G. (2003). Peer Coaching: Students
Teaching to Learn. Intervention in School & Clinic, 39(2), 113-126.

Dufrene, B., Reisener, C., Olmi, D. D., Zoder-Martell, K., McNutt, M., & Horn, D. (2010). Peer
Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to
Intervention Systems. Journal of Behavioral Education, 19(3), 239-256.
doi:10.1007/s10864-010-9111-8

DuPaul, G. J., & Henningson, P. (1993). Peer tutoring effects on the classroom performance of
children with attention deficit.. School Psychology Review, 22(1), 134.

Franca, V., & Kerr, M. (1990). Peer tutoring among behaviorally disordered students: Academic
and social benefits to tutor and.. Education & Treatment Of Children (ETC), 13(2), 109.

Green, S. K., Alderman, G., & Liechty, A. (2004). Peer Tutoring, Individualized Intervention,
and Progress Monitoring With At-Risk Second- Grade Readers. Preventing School
Failure, 49(1), 11-17.

Harper, G. F., Maheady, L., Mallette, B., & Karnes, M. (1999). Peer Tutoring and the Minority
Child with Disabilities. Preventing School Failure, 43(2), 45.

Motivation Through Peer Tutoring 12

Mackinnon, R., Haque, A., & Stark, P. (2009). Peer teaching: by students for students. A
student-led initiative. Clinical Teacher, 6(4), 245-248. doi:10.1111/j.1743498X.2009.00323.x

McGinnis, E., & Goldstein, A. (n.d.). Scales from student questionnaire, child development project
for elementary school students". Retrieved from

http://webcache.googleusercontent.com/search?q=cache:B8_GZlQdZ5UJ:www.cscbrowa
rd.org/docs/repository/most2006ssaadolescent.pdf social skills survey for
students&cd=1&hl=en&ct=clnk&gl=us

Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and
organization on two dimensions of self-esteem. British Journal Of Educational
Psychology, 80(3), 417-433.

Schleyer, G. K., Langdon, G. S., & James, S. S. (2005). Peer tutoring in conceptual design.
European Journal Of Engineering Education, 30(2), 245-254.
doi:10.1080/03043790500087084

Shamir, A., Zion, M., & Spector_Levi, O. (2008). Peer Tutoring, Metacognitive Processes and
Multimedia Problem-based Learning: The Effect of Mediation Training on Critical
Thinking. Journal Of Science Education & Technology, 17(4), 384-398.
doi:10.1007/s10956-008-9108-4

Tansy, M., & de Barona, M. (1996). Peer and cross-age tutoring programs. Guidance &
Counseling, 12(1), 21.

Motivation Through Peer Tutoring 13

Topping, K., Miller, D., Thurston, A., McGavock, K., & Conlin, N. (2011). Peer tutoring in
reading in Scotland: thinking big. Literacy, 45(1), 3-9. doi:10.1111/j.17414369.2011.00577.x

Van Keer, H., & Verhaeghe, J. (2005). Effects of Explicit Reading Strategies Instruction and
Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy
Perceptions. Journal Of Experimental Education, 73(4), 291-329.

Motivation Through Peer Tutoring 14

Appendix A Teacher Monitoring Rubric

Student Name:

________________________________________

CATEGORY
Time Management

4
Routinely uses
time well
throughout the
session.

3
Usually uses time
well throughout
the session.

2
Most of the time is
used trying to
refocus this group.

1
Constant
redirection is
needed.

Working with
Others

Almost always
listens to, shares
with, and supports
the efforts of
others. Tries to
keep people
working well
together.
Never is publicly
critical of the
project or the work
of others. Always
has a positive
attitude about the
task(s).

Usually listens to,

shares, with, and
supports the
efforts of others.
Does not cause
\"waves\" in the
group.

Often listens to,

shares with, and
supports the
efforts of others,
but sometimes is
not a good team
member.

Rarely listens to,

shares with, and
supports the
efforts of others.
Often is not a good
team player.

Rarely is publicly
critical of the
project or the work
of others. Often
has a positive
attitude about the
task(s).

Occasionally is
publicly critical of
the project or the
work of other
members of the
group. Usually has
a positive attitude
about the task(s).

Often is publicly
critical of the
project or the work
of other members
of the group. Often
has a negative
attitude about the
task(s).

Attitude

Motivation Through Peer Tutoring 15

Appendix B Students Motivation Survey

1=never

2=sometimes

3=most of the time

4= always

I like working with a partner.

1

I feel like I am a better reader from working with a partner.

1

Does working with a partner motivate you to do better in school?

1

What is the best part about working with a partner?

If you could change something about working with a partner, what would that be?

Motivation Through Peer Tutoring 16

Appendix C Social Skills Questionnaire (McGinnis & Goldstein)

Question

I try to cheer up someone who is feeling sad.

I try to find a way to help people end arguments.

I listen carefully to what other people say to me.

I'm good at finding fair ways to solve problems.

I talk with other people about things that interest both of us.

I introduce people who haven't met before to each other.

It's easy for me to say things in a friendly way.

I introduce myself to new people.

I apologize to others when I have done something wrong.

10 I know how to ask for help when I need it.

.

Put an X in the box under the response

that best fits how you feel.
Almost
Never

Sometimes

Almost
Always

Almost
Never

Sometimes

Almost
Always

Motivation Through Peer Tutoring 17

Appendix D
Informed Consent Form

Dear Parent/Guardians,
I will be conducting a study to increase reading comprehension, school motivation, and social
skills through peer tutoring at our school this year. I am writing to ask permission to use the data
I collect from your child during this process. Participation in this study involves only regular
classroom activities. You may contact me at any time regarding your childs participation. My
phone number is 000-0000. The principal of the school has approved this study.
The purpose of this study is to increase students reading comprehension through reading with a
peer. They will spend time each week with a peer and work on different reading skills and
activities. The study will take place at Tri-City and will last for the entire school year. During
the study, I will collect various forms of data to determine whether the study on increasing
reading comprehension through peer tutoring, school motivation, and improved social skills was
successful. Possible types of data I will use include student surveys, questionnaires, and teacher
rubrics. I will also be using the data and test scores from Read Naturally Live, STAR reading,
and Accelerated Reader.
Benefits of participating in this study include improved reading comprehension, increased school
motivation, and improvement with their social skills. Your childs participation in this project is
strictly confidential. Only I and Mrs. Kennedy will have access to the data collected in this study.
Use of data from your child is voluntary. You may contact me at any time if you do not wish to
have your childs data included in the study.
Please check the appropriate box below and sign the form:
I give permission for my childs data to be used in this study. I understand that I will
receive a signed copy of this consent form. I have read this form and understand it.
I do not give consent for my childs data to be included in this project.

__________________________
Students name

_____________________
Date

____________________________
Signature of parent/guardian

Motivation Through Peer Tutoring 18

Appendix E
Timeline