Résumés
Abstract
What does research reveal about tutoring adolescents in literacy? We conducted a meta-analysis, identifying 152 published studies, of which 12 met rigorous inclusion criteria. We analyzed the 12 studies for the effects of tutoring according to the type, focus, and amount of tutoring; the number, age, and language background of students; and the quality of the research. Despite variability, these studies suggest benefits, notably for cross-age tutoring, reading, and small tutoring programs of lengthy duration.
Résumé
Qu’est-ce que la recherche nous apprend sur le tutorat en littératie auprès des adolescents? Nous avons mené une méta-analyse, relevant 152 études publiées, parmi lesquelles 12 rencontraient des critères rigoureux d’inclusion. Nous avons donc analysé ces 12 études, examinant les effets du tutorat non seulement selon son type, ses objectifs et sa quantité mais également selon le nombre, l’âge et le profil langagier des élèves. La qualité des travaux de recherche a aussi été prise en considération. Ainsi, malgré une certaine variabilité, ses études suggèrent des bénéfices aux initiatives de tutorat, particulièrement le tutorat inter-âge, les programmes de lecture et les programmes de taille modeste, de longue durée.
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Parties annexes
Remerciements
We gratefully acknowledge funding for this research from the Social Sciences and Humanities Research Council of Canada, standard grant 410-2006-2442, as well as useful advice on the present analyses from Esther Geva, Olesya Falenchuk, Robert Kohls, and Jennifer Shade Wilson.
Notes biographiques
Seung Won Jun is a Ph.D. candidate at the Ontario Institute for Studies in Education, University of Toronto. He is interested in second language writing, reading, and vocabulary, and particularly helping English learners to develop appropriate literacy skills in one-on-one tutoring contexts. He received his M.A. in TESOL from Michigan State University.
Gloria Ramírez is Assistant Professor in the School of Education, Thompson Rivers University, Canada, where she teaches courses on language and literacy development and effective classroom practices. Her research interests are bilingual and biliteracy development in children and adolescents as well as assessment and literacy teaching for minority groups and disadvantaged populations.
ALISTER CUMMING is Professor and Head of the Modern Language Centre at the Ontario Institute for Studies in Education, University of Toronto. His research and teaching focus on writing in second languages, literacy and assessment in classroom and formal testing contexts, and curriculum evaluation, particularly of programs for English as a second or foreign language.
Seung Won Jun est doctorant à l’Institut d’études pédagogiques de l’Ontario de l’Université de Toronto. Il s’intéresse à l’apprentissage de l’écriture, de la lecture et du vocabulaire en langue seconde, accordant un intérêt particulier pour l’aide à apporter aux adolescents dans le développement de compétences littéraires appropriées dans un contexte de tutorat individualisé. Il a obtenu son diplôme de maîtrise en enseignement de l’anglais langue seconde à l’Université de l’État du Michigan.
Gloria Ramírez est professeur associée à l’École des sciences de l’éducation de l’Université Thompson Rivers au Canada. Elle y prodigue des cours sur le développement du langage et de la littératie ainsi que sur les pratiques pédagogiques éprouvées en classe. Ses domaines de recherche portent sur le développement bilingue et bilittéraire chez les enfants et les adolescents ainsi que sur l’évaluation et l’enseignement de la littérature au sein des groupes minoritaires et des populations défavorisées.
ALISTER CUMMING est professeur et Directeur du Centre d’études des langues vivantes de l’Institut d’études pédagogiques de l’Ontario de l’Université de Toronto. Ses recherches et son enseignement ciblent l’écriture des langues secondes, la littératie et son évaluation en classe et/ou dans des contextes formels ainsi que l’évaluation des programmes, particulièrement ceux portant sur l’enseignement de l’anglais comme langue seconde ou langue étrangère.
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