Peer Tutoring as a Strategy for Supporting Writing Fluency in English Language Learners
Graduation Date
Spring 2002
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
The purpose of the study is to examine the use of peer tutoring as a strategy for supporting writing fluency in English Language Learners (ELL). Research literature reveals that peer tutoring lowers inhibitions in ELL students and sets up an atmosphere for risk-taking. This allows ELL students to collaborate with native English speakers to improve and revise their writing. Elementary teachers of ELL students from three schools within a suburban school district volunteered to complete a survey on using peer tutoring as a tool in their writing program. Results indicate that peer tutoring is a successful strategy with ELL students in developing writing fluency.
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