Cross-age, paired, interactive tutoring: Personal agency, literate behaviors, and metacognition of Hmong-American fifth graders
Author(s):
Lamb, John Cotten, Iv
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : University of Colorado at Boulder, 1998.
Pages:
349
Language:
English
Abstract:
This year-long study of four Hmong-American fifth grade tutors analyzed the tutors' field note journal writings describing the tutoring sessions with first grade Anglo-American tutees. The study viewed the journal writings from five different perspectives: (1) Literate behaviors, (2) Personal agency, (3) Metacognitive/metalinguistic domains, (4) Affective dimensions, and (5) Linguistic sophistication and literacy skills. Extensive pre-tutoring preparation was conducted, and on-going tutor training assisted the development of open-ended questions, contextualization of reading, and use of academic language describing metacognitive strategies. Bi-weekly debriefings among tutors helped develop personal voice, common language, and problem-solving skills. Results indicated that all four tutors wrote longer, more complex and cohesive passages as the year went on. In addition, they implemented more reading strategies over time and became more actively engaged in the dialogical process of literary understanding and comprehension. They exhibited a belief in themselves that as more-experienced peers and sources of knowledge, they could make a difference in their tutee's reading. Generally, tutors (1) expressed their enjoyment in reading, (2) "bought-in" to the literacy club, and (3) looked at language as both a medium and an object of study. The tutors referred to cultural icons in their selections and analyses of reading materials. A portion of the study devotes itself to informing the reader of Hmong culture and history which interface strategically with cross-age tutoring. Gains on standardized tests in literacy skills complemented qualitative findings. Finally, the tutors, in their responsiveness to their tutees' questions, demonstrated the element of choice in the instructional conversation and cultivated an affective, social relationship with their tutees.