The Impact of Cross-Age Tutoring on Letter Name Identification for Kindergarteners
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
cross-age tutoring, tutor, tutee, tutoring, letter name identification
The purpose of this study was to explore cross-age tutoring as a way to improve letter name identification for kindergarten students. This research investigated the growth of students only receiving regular classroom instruction versus those who are participating in cross-age tutoring in addition to regular classroom instruction. Three pairs of boys and three pairs of girls were identified as participants based on similar percentages in an initial alphabet letter name screening. Once pairs were selected, each pair was separated into two roles: one who will not be receiving cross-age tutoring and one who will be receiving cross-age tutoring. The students were then paired with their sixth grade tutor based on attendance, past academic record, and similar interests. The students receiving cross-age tutoring met with their sixth grader three times each week for twenty minutes at a time to practice identifying letter names on flashcards. Throughout the research timeline, the kindergarten students were screened at the end of each week with a teacher made assessment that tracked their letter name identification. Observational data was also collected both during regular classroom instruction and during cross-age tutoring interactions. Before tutoring began, and once it was finished, students also participated in an affect survey to communicate their feelings towards identifying letter names. Cross-age tutoring was found to not only greatly support student’s growth in their ability to identify letter names, but to also increase student engagement in their learning. This study also highlighted that students gain confidence in themselves and their academic abilities through participating in cross-age tutoring.
Halbur, Nicole Michelle, "The Impact of Cross-Age Tutoring on Letter Name Identification for Kindergarteners" (2019). Dissertations, Theses, and Projects. 264.