@misc{10481/92323,
year = {2020},
url = {https://hdl.handle.net/10481/92323},
abstract = {Intergenerational Programs (IP) are increasingly present in all stages of formal education, mainly
through intergenerational tutoring and mentoring IP. Improving reading skills has been one of
the traditional purposes of IP. However, this study looks at something less frequent: a pilot IP
around reading implemented as part of an intergenerational primary school model. After a
multisite quasi-experimental control group design including 6–7 years old students (n=184)
from three experimental and three control primary schools in Spain, and a group of community
dwelling seniors (n=41) acting as voluntary mentors, no significant impact on children’s
reading competence is identified. Reasons for this apparent failure are discussed, as well as recommendations
for further studies on reading IP in intergenerational schools.},
organization = {Ministerio de Economía y Competitividad  EDU2014-52755-R},
organization = {Unidad Científica de Excelencia DEHUSO, Universidad de Granada},
publisher = {Elsevier},
keywords = {Intergenerational school},
keywords = {Intergenerational program},
keywords = {Reading},
keywords = {Primary education},
keywords = {Tutoring},
keywords = {Mentoring},
title = {Reading mentors in primary education. Lessons learned from piloting an intergenerational school model.},
doi = {10.1016/j.ijer.2020.101539},
author = {Sánchez Martínez, Mariano and Campillo, Margarita and Díaz Conde, María Pilar},
}