Cross-age reading: A strategy for helping poor readers

Linda D. Labbo · William H. Teale

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Reading and Literacy Development Literacy and Educational Practices Second Language Acquisition and Learning

Abstract

language, growth in background knowledge, eagerness to read, learning to read before school, and even success in beginning reading in school (Teale, 1984). Perhaps the best testament to the power of storybook reading for primary grade children is a study by Feitelson, Kita, and Goldstein (1986). They showed that reading aloud regularly to first graders caused the children to increase signifi cantly their listening comprehension, active use of language, and decoding skills. There fore, being read to helps a child build an ex cellent foundation for continued literacy growth. What about the potential of storybook reading for helping older children doing the reading to become better readers? To investi gate this question we conducted a small-scale

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1982Educational Outcomes of Tutoring: A Meta-analysis of Findings 1979Teaching Reading Comprehension 1997The Method of Repeated Readings.1987Reading Miscue Inventory: Alternative Procedures 1985The Effect of Repeated Readings on Reading Rate, Speech Pauses, and Word Recognition Accuracy 1981The Effect of Practice through Repeated Reading on Gain in Reading Ability Using a Computer-Based Instructional System 1979Using the Experience-Text-Relationship Method with Minority Children.

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1994An exploratory study into the use of CD-ROM storybooks 1995The Early Literacy Project: Connecting across the Literacy Curriculum 2000Re-Mediating Reading Difficulties: Appraising the Past, Reconciling the Present, Constructing the Future 2006Struggling Reader to Struggling Reader: High School Students' Responses to a Cross‐Age Tutoring Program 1994Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding 2012Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

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