Student Feedback Use during Cross-Age Peer Tutoring
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| Title: | Student Feedback Use during Cross-Age Peer Tutoring |
|---|---|
| Language: | English |
| Authors: | Elizabeth Swanson (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305R220024 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Early Childhood Education Grade 3 Primary Education Grade 1 Grade 2 |
| Descriptors: | Feedback (Response), Peer Teaching, Grade 4, Grade 5, Elementary School Students, Tutoring, Program Effectiveness, Positive Reinforcement, Incidence, After School Programs, Reading Instruction, Grade 3, Grade 1, Grade 2, Error Correction |
| DOI: | 10.1086/739254 |
| Abstract: | High-quality feedback is a powerful tool to support student learning with benefits for both those who receive and provide feedback. This study investigates the frequency and type of feedback fourth- and fifth-grade students used when delivering Sound Partners lessons to a younger peer. Results indicate that student tutors were successful in providing responsive academic and behavioral feedback for their younger tutee, with more than 850 instances of feedback identified across 58 audio recordings. The most common types of feedback tutors provided included praise and corrective academic feedback. [This is the online first version of an article published in "Elementary School Journal."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED678640 |
| Database: | ERIC |
| Abstract: | High-quality feedback is a powerful tool to support student learning with benefits for both those who receive and provide feedback. This study investigates the frequency and type of feedback fourth- and fifth-grade students used when delivering Sound Partners lessons to a younger peer. Results indicate that student tutors were successful in providing responsive academic and behavioral feedback for their younger tutee, with more than 850 instances of feedback identified across 58 audio recordings. The most common types of feedback tutors provided included praise and corrective academic feedback. [This is the online first version of an article published in "Elementary School Journal."] |
|---|---|
| DOI: | 10.1086/739254 |
