Annotated

Bibliography
Rachel Campbell
University of Manitoba
Introduction to Inclusive Special Education
Mary-Ann Updike




Overview of Change Project
I have noticed a separation in my multi-age classroom, not between the grades, but between
ability levels. I have realized that I have unintentionally enabled this by grouping students by
reading levels, numeracy levels, etc. This is a problem especially for my students with disabilities
and my students with academic struggles, as they are essentially being segregated during small
group instruction time. While I believe that there is merit to teaching students at their individual
level, maybe this does not need to done by grouping them in such a homogeneous way. My goal is to
reassess how I set up my differentiated ELA and math programs to improve the social roles of my
devalued students. Furthermore, while I teach in a multi-age setting, I have noticed that there is a
lack of collaboration outside of these grade groupings. I believe that a whole school change project,
which would be focused on cooperative teaching and learning, could benefit not only those who are
devalued, but everyone in the environment. In this plan, I will discuss how I may use SRV theory to
help all of the students in my classroom and school, specifically those who are devalued. The SRV
themes that I will focus on include imitation, social imagery and the developmental model.

Research Article Analysis #1

Article reference:

Purpose of the study:

Wang, J., Bettini, E., & Cheyney, K. (2013).

Students with Emotional and Behavioral Disorders
as Peer Tutors: A Valued Role. Beyond Behavior,
23(1), 12-22. Retrieved from http://eds.a.eb
scohost.com. libcat.merlin.mb.ca/
eds/pdfviewer/pdfviewer?vid=7&sid=672fca6f-87304faa-b668326d256acad5%40sessionm
gr4001&hid=4213

This study focuses on the benefits of providing a

valued role, such as tutor, to students with emotional
and behavioural disorders (EBD). The academic and
behavioural changes of these students are examined
when they tutor their peers.

Summarize the method in your own words.

Draw a figurative representation.

This article reviews the findings of 18 different

qualitative studies. In each study, students with EBD
were placed in a valued role of peer tutor. Teachers
carefully selected partnerships of students who
would be likely to work well together and guided
them through the tutoring process. It was important
that the tutoring implementation was well planned
and well guided in each study. Once the tutors were
selected, they were trained and monitored on how
to conduct tutoring sessions. In some studies, tutors
were given the opportunity to role-play tutoring
techniques with an adult for practice. Partnerships
met for an average of 30 minutes, twice per week
for ten weeks. Progress was monitored by meetings
before each session and by sharing the on-going
positive results with both the tutors and tutees.

List the outcomes in point form, underlining five

key words.
The findings of the studies consistently revealed
that:
Improvements were seen in both the tutors
schoolwork and social behaviour
Tutees also benefited both academically
and socially in the programs
The prominence of negative behaviours by
both the tutors and tutees were reduced
significantly
Tutors and tutees both reported that they
enjoyed the social skills instruction
Some studies noted that tutors
demonstrated an increase in school
attendance

Giving students a more valued identity than simply a

label.
Write two questions you have about the research.
1. While the tutee is benefitting academically
from the tutoring, how can we create an
equally valued social role for the tutee as we
are for the tutor?
2. While it is stated that the tutors with EBD
benefited both academically and socially,
were there emotional benefits as well?

Implications for change project

Given that this compilation of studies spans a 30+ year period, it shows that placing socially devalued
students in a positive role benefits everyone. It isnt a trend that will go out of style, so to say. My change
project focuses on building whole-school community. Giving devalued students a more valued social role will
certainly help to build community within the whole school.

Research Article Analysis #2

Article reference:

Purpose of the study:

Worley, J. & Naresh, N. (2014). Heterogeneous

peer-tutoring: An intervention that fosters
collaborations and empowers learners. Middle
School Journal, 46(2), 26-32. Retrieved from
http://eds.b.ebscohost.com.libcat.merlin.mb.ca/eds/
pdfviewer/pdfviewer?sid=9f7eba37-5e0f-4890-b7eed712bfd9b239%40sessionmgr120&vid=4&hid=120

This study set out to improve the mathematical skills

of pre-algebra students (the tutees) by matching them
up with accelerated/advanced peers (the tutors).
Instead of a direct-teaching method, a more
collaborative approach was taken.

Summarize the method in your own words.

Draw a figurative representation.

Recruitment for the tutoring program was based on

standardized test scores from the 2009-2010 school
year. Once students were sorted into proficient
and advanced, they were asked if they would like
to take part in the study (with parental consent). A
total of 14 students ended up meeting once per
week for tutoring sessions. Before the tutoring
sessions began, both the tutors and the tutees were
given explicit training that focused on the
importance of collaborative problem solving. The
same teacher who trained the students then
facilitated the tutoring sessions and monitored
progress by asking for consistent feedback. At the
end of the program, the teacher conducted
interviews with all students about their peer tutoring
experience.

The power of collaboration and cooperation.

List the outcomes in point form, underlining five

key words.
Over the duration of the tutoring program:
The tutor and the tutee gained a mutual
respect for one another and learned from
each others distinctive learning experience.
The fact that students were learning
together collaboratively helped to reduce
the stigma associated with receiving
tutoring.
Both tutors and tutees demonstrated an
improvement in classroom behaviour and
showed significant improvement in
academic achievement.
Role reversal was an unforeseen, yet
welcome outcome of the tutoring program.
Tutees often found themselves helping their
tutors as well.

Write two questions you have about the research.

1. This study involved middle school students as

subjects. Would a similar study with early
years students yield similar results?
2. Would the same academic gains be seen if
the tutoring program focused on another more
abstract subject area, such as literacy (as
opposed to a single solution math problem)?

Implications for change project

This study is important because of its focus on collaborative learning, which I believe is a huge step toward
giving all students a valued role and thus building a more cohesive school community. There were many
important reminders about how to foster this collaborative environment. For example, the facilitator chose the
tutoring tasks carefully and thoughtfully with different scenarios in mind. These tasks were often ones that
were not too familiar to both the tutees and the tutors. When one student was more familiar with the task,
direct instruction (rather than collaboration) took place. If both students were familiar with the task, they chose
to work independent of each other, also abandoning collaboration. Due to this carefully planned collaborative
effort, a safe and inclusive learning environment was created where all students were engaged in active and
purposeful learning. It was also successful in empowering all learners and providing valued roles to every
student.

Research Article Analysis #3

Article reference:

Purpose of the study:

Matthews, M.S., Ritchotte, J.A., & McBee, M.T.

(2013). Effects of schoolwide cluster grouping and
within-class ability grouping on elementary school
students academic achievement growth. High
Ability Studies 24(2), 81-97. Retrieved from
http://eds.b.ebscohost.com.libcat.merlin.mb.
ca/eds/pdfviewer/pdfviewer?sid=9f7eba37-5e0f4890-b7eed712bfd9b239%40sessionmgr120&
vid=7&hid=120

This purpose of this study was to find out whether

schoolwide cluster grouping yields academic growth
of elementary school gifted and typical students, in
comparison to within-class ability grouping alone.

Summarize the method in your own words.

Draw a figurative representation.

Test scores of students ranging from Grade 3 to

Grade 6 were collected and analyzed over a threeyear period. In the first school year (2008-2009),
only within-class ability grouping was used (smallgroup differentiated instruction). In the second
school year (2009-2010), schoolwide cluster
grouping was implemented. Of the 254 students,
186 of them were not identified as gifted, while 68 of
them were identified as gifted. The gifted students
were placed together in a different class and taught
separately from the typical students. During the
third school year (2010-2011), the school went back
to within-class ability grouping and the gifted
students were spread out between the regular
classrooms.

List the outcomes in point form, underlining five

key words.

There was no evidence that cluster

grouping is associated with any long-lasting
harm or long-lasting benefits for reading.
There was, however, a negative and
statistically significant decrease in the rate
of skill acquisition in reading for the nongifted students during the cluster-grouped
year alone.
Both the gifted and non-gifted students
demonstrated an increase in the rate of skill
acquisition in math the year AFTER the
cluster-grouped year.
The researchers believe that this suggests
that the benefits of cluster grouping may
take at least a year to manifest.

Write two questions you have about the research.

1. Was any data collected regarding the
social/emotional needs and experiences of
the students due to moving classrooms each
year?
2. Was the study ever repeated or replicated to
see if there would be consistent results?

Implications for change project

I was interested in this study because I find that when we talk about inclusion, we often forget about students
who are at the other end of the spectrum students we may refer to as gifted or exceptional. When we
talk about full inclusion, we are talking about success for ALL learners, including those who are gifted.
Therefore, I believe it is important that these students are challenged and engaged in meaningful learning
experiences. Having said that, I dont know if these meaningful learning experiences can come in this clustergrouping format. To me, this seems to be a form of segregation, both to the gifted group and the non-gifted
group. What kind of message is that sending to the non-gifted group? I worry that there is a huge risk in
this group believing that they are in fact, non-gifted (see figurative representation). I was interested in what
the research says about this in this particular study, there didnt seem to be strong findings that clustergrouping benefits any group of students. Furthermore, the study seemed to focus solely on academic gains,
but not so much on social experiences. In my opinion, within-class groupings lend themselves better to
inclusion and the celebration of diversity. These groupings may be made based not always on ability, but by
interests or common goals of the students.

Research Article Analysis #4

Article reference:

Purpose of the study:

Mitchell, J. & Zoffness, R. (1971). Elementary pupils

favour a multiage class. Education 91(3), 270-274.
Retrieved from http://eds.a.ebscohost.com.li
bcat.merlin.mb.ca/eds/pdfviewer/pdfviewer?
sid=7a465a41-d6bb-4e15-9785-a8441f72dc
6f%40sessionmgr4004&vid=3&hid=4108

This study placed students in settings where they may

hold more highly valued social roles. The researchers
believed that students could learn more effectively
with friends of their own choosing, regardless of age.
The purpose of the study was to prove whether this
environment would be conducive to learning and
increased academic growth.

Summarize the method in your own words.

Draw a figurative representation.

Students aged 7-11 were selected randomly and

placed in a non-graded class. The class was taught
by a team of 3 teachers and included ample
freedom and choice on the part of the students.
Direct instruction took the form of small groups
based not always on ability, but sometimes on
interests, common goals, etc. Test scores in all
subject areas were compared between the multiage
class and a self-contained control class.

Many schools seem to have spent the last 40 years

stuck in the top frame of this cartoon.
List the outcomes in point form, underlining five
key words.

Academic gains were demonstrated in

students grades for all subject areas in the
multiage setting.
By creating a classroom that parallels the
real world (non-gradedness), students
benefited both socially and academically.
By self-selecting friendships based on
interests, rather than age, students in the
multiage class helped to eliminate the
stigma of grade label.

Write two questions you have about the research.

1. This program was implemented over FORTY
years ago. Why has it taken so long for
schools to adopt this theory and why are
some schools still struggling with it?
2. The program focuses more on inclusion
based on cross-age relationships. Were
students with disabilities included in the
research? It is not stated either way.

Implications for change project

My change project has a strong focus on building school community. This study helps to demonstrate that
working together as a school community not only increases the opportunity for positive relationships, but also
for academic success. While the school I work in already does adopt a multi-age philosophy, I feel
relationships are lacking outside of these multi-age grade groupings (Grade 1/2 and Grade 3/4). I am not
suggesting that we combine more grades together into bigger multi-age classrooms, but rather put more
effort into cross-age interactions. These interactions may be in the form on reading buddies, clubs,
assemblies, peer mentors, etc. Building this community gives more relationship building opportunities, which
in turn gives students more opportunities to adopt more valued roles, such as friend, leader, etc.

Research Article Analysis #5

Article reference:

Purpose of the study:

Lanour, A., Hough, L., & Powell, E. (2012). Case

studies on using strengths and interests to address
the needs of students with Autism Spectrum
Disorders. Intervention in School and Clinic 47(3),
175-182. Retrieved from http://isc.sagepub.com
.libcat.merlin.mb.ca/content/47/3/175.full.pdf+html

The goal of this study was to capitalize on students

specific strengths to support social, academic,
behavioural and emotional growth.

Summarize the method in your own words.

Draw a figurative representation.

The following four research-based strategies were

implemented in an inclusive classroom which
included students who were higher functioning on
the Autism Spectrum:
1. An academic strategy to encourage selfmonitoring during writing activities.
2. An emotional self-regulation strategy to
develop skills for self-monitoring throughout
the school day.
3. A social strategy to clarify hidden social
expectations.
4. A behavioural strategy to provide motivation
for respecting clearly defined behavioural
roles.
These strategies were tailored to the unique needs
and interests of four different students in the class.
The success of these strategies was measured
differently in each case and progress was monitored
using anecdotal notes.

List the outcomes in point form, underlining five

key words.
As a result of the implementation of these
strategies:
Natural opportunities for positive peer
interactions were observed.
Students strengths, interests and passions
were validated.
Motivation and access to curriculum were
increased.
The peers of these students became more
patient and accepting.

Write two questions you have about the research.

1. How could the results of the study have been
measured in a less ambiguous and more
precise way?
2. Over what time period did the implementation
of the strategies to the observation of results
occur?

Implications for change project

This study is important for my change project, as it is consistent with the Developmental Model of SRV. It
demonstrates the benefit of focusing on students strengths and interests, as opposed to their weaknesses.
The Developmental Model of SRV focuses on the positive assumptions about the abilities of every person to
grow (and adopting the least dangerous assumption). As teachers, we need to remember that some student
competencies are outside of the traditional subject areas and that these competencies are just as important
and valued. While the study focuses on students with Autism, I believe the findings would be consistent, and
the method equally as important, with all students, regardless of ability, needs, etc.

Research Article Analysis #6

Article reference:

Purpose of the study:

Milburn, D. (1981). A study of multi-age or family

grouped classrooms. In R. Fogarty (Ed.), The
multiage classroom: a collection (pp. 57-61).
Palatine, IL: IRI/Skylight Training and Publishing,
Inc.

The purpose of this study was to find out what children

gain from placement in a multiage classroom.

Summarize the method in your own words.

Draw a figurative representation.

Two schools of similar size, in similar socioeconomic areas were compared over a period of
five years. One of the schools had 5 multiage
classrooms (experimental) and the others had all
single-grade, self-contained classrooms (control).
Multi-age classes ranged with one class having
children between ages 6-8, one from 7-9, one from
8-10 and two from 9-11. Students from both schools
were consistently tested on reading, math, selfconcept and attitude toward school. To avoid
biases, classroom teachers were not involved in the
testing process, whatsoever. Independent
researchers administered and scored all the tests.

List the outcomes in point form, underlining five

key words.

The youngest age group in the multiage

setting scored higher in basic academic
skills than the control group. The researcher
suggests this may stem from emulation
the younger children may be trying to
emulate the grades and skills of the older
children in their class.
Otherwise, no significant differences in
academic performance between the
experimental and control group were seen.
Children of all ages in the experimental
group (multiage) had a higher self-concept
and a more positive attitude toward school.

Write two questions you have about the research.

1. The study took place over 30 years ago. Are
these findings still relevant?
2. Was the multiage setting fully inclusive to
students with disabilities as well?

Implications for change project

While the study is based on the multiage classroom, it demonstrates that students who work with a greater
variety of peers usually have a higher self-concept and a more positive attitude toward school. This may be

because they have formed meaningful relationships and thus meaningful and positive social roles. Although I
cannot change the class groupings at my school, I can give students more opportunities to build relationships
with other students outside of their classes. I am currently working on this through reading buddies and crossage clubs.

Research Article Analysis #7

Article reference:

Purpose of the study:

Olivant, K.F. (2015). I am not a format: Teachers

experiences with fostering creativity in the era of
accountability. Journal of Research in Childhood
Education 29(1), 115-129. Retrieved from
http://eds.a.ebscohost.com.libcat.merlin.mb
.ca/eds/pdfviewer/pdfviewer?sid=7177fa6d-04d244fa-b90b-c532e9c9df96%40sessionmgr
4005&vid=3&hid=4108

Research states that when creativity is fostered,

intrinsic motivation, academic achievement, and
personal success in students is promoted. By
modeling creativity, teachers can play a significant
role in fostering creativity, when they are allowed to do
so. The purpose of this study was to find out the role
of creativity and creative thinking in current highstakes testing educational environment.

Summarize the method in your own words.

Draw a figurative representation.

The researcher conducted 1+ hour interviews with

10 people based around the research question:
What is the role of creativity and creative thinking in
the current high-stakes testing educational
environment? Interviewees had to be currently
teaching in a school and be interested in reflecting
on their experiences of fostering creativity in the
classroom. There was at least one participant
teaching in each grade from Grade 1-5. Interviews
were audiotaped and transcribed and field notes
were taken.

List the outcomes in point form, underlining five

key words.

Teacher participants described how

fostering creativity develops connections but
how the current high-stakes testing
environment results in disconnections
from relationships and student learning.
Teacher participants reported that timeconstraints and other pressures were
beginning to wear away at their sense of
autonomy and professionalism.

Write two questions you have about the research.

1. Would data collection in the form of a
questionnaire rather than interviews be more
efficient and still accurate?
2. How similar would results be if the study was
taken in a setting where high-stakes testing is
not as highly valued.

Implications for change project

We are lucky that in our setting, high-stakes testing is not as highly valued as in some American school
systems. However, there are many obligations that teachers have to follow, being professionals. While there
is an expectation that we will foster creativity in our students, these other obligations sometimes make it
difficult. This is important for my change project because I believe that students all deserve the chance to be
creative. Often times hidden talents or strengths shine through creativity. These strengths may not
otherwise be noticed if students arent given the chance to be creative. A good opportunity to express
creativity and simultaneously build relationships is through various clubs (ex: art club, robotics club, lego club,
dance club, etc.). Students have a better chance of developing more valued social roles when people see the
talents and strengths they have to offer.

Research Article Analysis #8

Article reference:

Purpose of the study:

Karcher, M. J. (2008). The cross-age mentoring

program: A developmental intervention for
promoting students connectedness across grade
levels. Professional School Counseling 12(2), 137143. Retrieved from http://eds.b.ebscohost.com.
libcat.merlin.mb.ca/eds/detail/detail?sid=c299
eab6-b28c-4c69-9664-6f3130f8b0dc%40session
mgr111&vid=5&hid=119&bdata=JkF1dGhUeXBlP
WlwLHVpZCZzaXRlPWVkcy1saXZlJnNjb3BlPXN
pdGU%3d#AN=35895626&db=ehh

The purpose of the study was to determine the impact

of serving as a cross-age peer mentor on adolescents
academic connectedness, self-esteem, and family
attachment.

Summarize the method in your own words.

Draw a figurative representation.

Forty-six high-school students (average age was

15.5 years) were chosen to be mentors. The
mentors participated in 8 hours of training and two
hours of monthly supervision. Some mentees were
recruited to the program after being rated by the
teachers as having 3 or more social, behavioural, or
family risk factors. The remaining mentees
volunteered themselves. All mentees were between
Grades 5 and 8. Mentoring sessions were held
weekly from September to May and consisted of
recreational activities and other activities to help get
to know each other. A self-report survey called, The
Hemingway: Measure of Adolescent
Connectedness, was used to measure adolescents
degree of caring for and involvement in specific
relationships, contexts, and activities. Mentors and
the comparison teens did not differ on any scales at
the start of the year.

List the outcomes in point form, underlining five

key words.

Mentors reported larger gains in schoolrelated connectedness and self-esteem

than did the comparison group.
There were no effects (positive or negative)
on family-related or non-school outcomes.
There was a double advantage to the
program begin able to promote positive

Write two questions you have about the research.

1. The study focused on mentors at high-school
level. Would findings be similar if the study
was replicated with mentors being at middle
school level and mentees being at elementary
level?
2. Would findings be different if the study took
place in areas where students had particularly
high socio-economic status?

youth development among mentees and

mentors.

Implications for change project

When I read this research I was thinking about what this could mean in my own elementary school. When we
think about mentorship, we often think about the benefits that this provides to the mentee. I have done some
formal mentoring as an adult and while I hope that it has helped the students I have worked with, I realize
what a positive experience it has been for me as the mentor. If we had more cross-age mentorship within our
K-8 school, this could benefit our older students in terms of self-esteem and connectedness (a very crucial
component of the pre-teen years) just as much, if not more, than the younger students that they are
mentoring. The valued role of mentor or leader, could have a hugely positive impact on a pre-teens life.

Research Article Analysis #9

Article reference:

Purpose of the study:

Ledford, J. R. & Wolery, M. (2015). Observational

learning of academic and social behaviors during
small-group direct instruction. Exceptional Children
81(3), 272-291. Retrieved from http://eds.b.ebs
cohost.com.libcat.merlin.mb.ca/eds/pdfviewer
/pdfviewer?sid=28bec490-85ea-40e7-a234-8a50d
b206cf9%40sessionmgr102&vid=3&hid=119

This study sought to find out whether observational

and target learning occurred for academic and sharing
behaviours in a heterogeneous, small-group setting.

Summarize the method in your own words.

Draw a figurative representation.

Nine preschool students were recruited from an

early childhood program to participate in the study.
Of the nine students, three were medically
diagnosed with disabilities, specifically autism and
hearing loss/language delays. These nine students
were split into three small groups, each group
contained one participant with a disability and two
peers. All small-group instruction sessions took
place in a classroom at the early childhood facility.
In each session, the facilitator tried to have the
student with disabilities sit between his peers.
Small-group instruction sessions focused on both
word naming (academic) and sharing (behavioural).
All students were observed carefully for
observational and target learning. Results were
recorded using a video camera and observational
notes.

List the outcomes in point form, underlining five

key words.

All participants learned all the target

behaviours and skills.
All participants learned at least some of the
words taught to their group mates (evidence
of observational learning of academic
behaviours).
The students without disabilities learned to
share things within the small-group sessions
and also generalized this to regular
instructional sessions. They maintained
sharing, without prompting.
The students with disabilities learned to

Write two questions you have about the research.

1. The research focuses on pre-school aged
children and the concept of sharing. Would
the results be similar for typical elementary
school-aged children and children with
disabilities?
2. Is there any research on observational
learning in students with more profound
developmental delays or disabilities?

share things without prompting or directions

to do so from an adult.
Implications for change project
Much of the grouping research I have read talks about ability levels and multiage groupings, but I havent
read much specifically about students with disabilities in groupings until this study. Even though I claim to
celebrate diversity in my classroom, I am guilty of frequently grouping my students homogeneously according
to ability level for small-group instruction. Therefore, am I sending mixed-messages to my students? Am I
being hypocritical? (See figurative representation). This study is important for my change project because it
demonstrates the power of imitation, a theme of SRV. Part of my change project involves implementing more
heterogeneous groupings for small-group instruction in my class to promote observational learning and to
give students more valued social roles within the classroom.

Research Article Analysis #10

Article reference:

Purpose of the study:

Van Keer, H. & Vanderlinde, R. (2010). The impact

of cross-age peer tutoring on third and sixth graders
reading strategy awareness, reading strategy use,
and reading comprehension. Midde Grades
Research Journal 5(1), 33-45. Retrieved from
http://eds.a.ebscohost.com.libcat.merlin.mb.
ca/eds/pdfviewer/pdfviewer?vid=2&sid=78f624a52597-4eb2-9be0-9d5eb86aada7%40sessionmgr
4005&hid=4108

The purpose of this study was to determine the impact

of blending explicit reading strategy instruction and
cross-age peer tutoring on third and sixth graders
reading strategy awareness, use, and comprehension.

Summarize the method in your own words.

Draw a figurative representation.

In total, 405 third-grade students were paired with

357 sixth-grade student tutors across 15 different
schools. In the experimental condition, there was
explicit strategies instruction to both groups, a
sound tutor preparation and practice of reading
strategies in weekly peer tutoring sessions. The
partnerships met at least once per week over the
course of the entire school year. There was a
control group of teachers who conducted reading
instruction in a more traditional way, including
whole-group teaching, a lack of explicit reading
strategy instruction, and a lack of peer
tutoring/interaction. Standardized tests were used
to measure all students reading comprehension.
Students also completed two different
questionnaires: the index of reading awareness and
the reading strategy use scale.

List the outcomes in point form, underlining five

key words.

Results for the experimental group were

higher than the control group in all areas.
More specifically, significant gains were
seen in third graders overall awareness of
reading strategies and their awareness of
the importance of regulating the reading
process.
Significant gains were seen in the sixthgraders awareness of the added value of

Write two questions you have about the research.

1. The belief in traditional, whole-group
instruction in isolation is rare in todays school
systems. Did the control group see any
additional detriments to using this type of
teaching?
2. The number of third graders and sixth graders
does not match up. Were some students in
groups of three? If so, how was this decided?
Did these irregular groupings yield different
results?

evaluations of tasks, goals, and personal

skills.
Significant gains were seen for both third
and sixth graders reported reading strategy
use.

Implications for change project

Believe it or not, I know teachers that think that buddy reading or cross-age peer tutoring is a waste of time.
They think that because it is not direct instruction, that students are not learning and that teachers use this as
a filler or to get out of teaching. I could not disagree with this more strongly. In the worst-case scenario that
buddies are not reading at all, but chatting or having fun, I believe that relationships are still being formed
between students of different ages. This is the first step to building a school community, the basis of my
whole-school change project. In the scenario that students are reading, they may be bonding over the story
they are reading together, they may be learning through observation, etc. Either way, in my opinion, learning
is going on. For some teachers, this is not enough. This study helps to prove that cross-age peer tutoring can
help with reading strategy awareness, use and comprehension.