Document Type
Article
Publication Date
Fall 2024
Abstract
This study explores the effectiveness of cross-age tutoring as an intervention for improving sight word retention in elementary students. Sight words, essential for early literacy development, can be challenging for some students to master, but evidence suggests that tutoring from older peers may enhance retention. In this study, fourth-grade tutors were paired with first-grade students to engage in structured tutoring sessions using flashcards, sight word bingo, and connected text designed to reinforce sight word recognition. The intervention aimed to provide personalized, one-on-one support to struggling readers while offering older students the opportunity to develop teaching and leadership skills. Results showed significant improvements in sight word retention among the younger students, suggesting that cross-age tutoring can be a valuable tool for enhancing literacy outcomes in elementary classrooms. This approach not only benefited the younger students but also fostered positive social interactions and learning outcomes for the older tutors. Additionally, both tutees and tutors reported improved attitudes toward reading, with tutees gaining confidence and motivation, and tutors developing a greater appreciation for the learning process. These findings highlight the potential of cross-age tutoring, combined with targeted interventions, to improve foundational literacy skills in a collaborative, peer-supported learning environment.