2026-06-05T13:04:07Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/109502026-02-03T12:54:08Zcom_10630_8690com_10630_3139com_10630_10col_10630_10918

00925njm 22002777a 4500 dc Ripoll-Salceda, Juan Cruz author Bravo-Iriso, Celia author Irurzun-Peruchena, Mikel author Pérez-Pérez, Encarna author Zuazu-Martínez, Ana Begoña author 2016 Peer tutoring has proven to be an effective method for teaching reading. In this experiment 106 2nd grade students received nine sessions of the LEO-PAR-D peer tutoring program. Participants performed reciprocal tutoring, supervising partner reading, asking questions and giving points for reading or responding correctly. In addition, they made predictions and answared to questions about the texts. The reading level was assessed before and after intervention with the tests ACL-2, TECLE and PEES. In all three cases there was a significant improvement. The effect size was small for reading comprehension and moderate for reading efficiency. The results of this experiment indicate that the LEO-PAR-D program could be useful in improving some aspects of reading, therefore, further investigation is warranted to evaluate the program effectiveness with a stronger design. http://hdl.handle.net/10630/10950 Lectura - Comprensión Mejora de la lectura en 2º de Primaria mediante un programa de tutoría entre iguales