Peer tutoring in music education is an under-researched but burgeoning area of study. This study aims to assess the effects of the same-age peer tutoring project Ritmos en dos on rhythm reading fluency and comprehension. For this purpose, 24 students from the third grade of secondary education participated in the project. This research utilises a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design, with (b) a qualitative study to understand the possible quantitative changes using the interactivity analysis model. Results confirm our hypotheses that students’ participation in the project improved their proficiency across rhythm reading fluency and comprehension. Regarding fluency, quantitative results show a significant improvement for the experimental group, but not for the control group; in comprehension, both groups show gains, but statistically significant differences favour the experimental group in the final comprehension level. Findings reveal different actions that might explain these improvements identified in the interaction between students. Regarding fluency, these actions were mainly related to pulse constancy and reading accuracy while in reading comprehension, students were found to carry out syntactic analysis and metacognitive reflection. Implications suggested from this study point to initial training and cooperative interaction as key elements to be tackled.

中文翻译：

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同伴辅导提高阅读流畅度和理解能力

音乐教育中的同伴辅导是一个研究不足但正在蓬勃发展的研究领域。本研究旨在评估同龄同伴辅导项目 Ritmos en dos 对节奏阅读流畅度和理解的影响。为此，中学三年级的 24 名学生参加了该项目。本研究采用混合方法顺序解释设计，结合 (a) 前测-后测控制组设计，与 (b) 定性研究，以使用交互分析模型了解可能的定量变化。结果证实了我们的假设，即学生参与该项目提高了他们在节奏阅读流畅度和理解方面的熟练程度。关于流畅度，定量结果显示实验组有显着提高，但对照组没有；在理解方面，两组都表现出进步，但在最终的理解水平上，实验组在统计学上的显着差异有利于实验组。调查结果揭示了不同的行动，可以解释在学生之间的互动中发现的这些改进。在流畅性方面，这些动作主要与脉搏恒常和阅读准确性有关，而在阅读理解中，发现学生进行句法分析和元认知反思。本研究表明，初始培训和合作互动是需要解决的关键要素。在流畅性方面，这些动作主要与脉搏恒常和阅读准确性有关，而在阅读理解中，发现学生进行句法分析和元认知反思。本研究表明，初始培训和合作互动是需要解决的关键要素。在流畅性方面，这些动作主要与脉搏恒常和阅读准确性有关，而在阅读理解中，发现学生进行句法分析和元认知反思。本研究表明，初始培训和合作互动是需要解决的关键要素。