Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

1997

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

David Baral

First Committee Member

Marilyn Draheim

Second Committee Member

Susan Eskridge

Third Committee Member

Mari Irvin

Fourth Committee Member

Majorie Terdal

Abstract

The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in their school. Tutors were interviewed to ascertain their attitudes toward school and toward school and toward reading. Classroom teachers completed surveys assessing their perceptions of the tutors' attitudes toward school and toward reading. These measures and The Multidimensional Measure of Children's Perceptions of Control were administered in both the fall and spring. The district annual achievement test was used to measure gains in reading achievement. The tutors in the study made gains in their perceptions of self control in the cognitive domain. Their attitudes toward reading improved, also. There was no change in the students' perceptions of control in the social domain. Their attitudes toward school improved, but the gain was not statistically significant. The students did not make greater gains in reading achievement than the control greater gains in reading achievement.

Pages

120

ISBN

0591548860 , 9780591548860

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email