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AutorenLindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.
TitelBenefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
QuelleIn: Reading & Writing Quarterly, 34 (2018) 2, S.117-131 (15 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1057-3569
DOI10.1080/10573569.2017.1357156
SchlagwörterAfter School Programs; After School Education; Literacy; Tutoring; Intervention; Reading Difficulties; Control Groups; Experimental Groups; Service Learning; Teaching Experience; Emergent Literacy; Language Proficiency; Observation; Faculty Development; Supplementary Reading Materials; Reading Habits; Student Motivation; Fidelity; Achievement Gains; Early Childhood Education; Elementary Education; Elementary School Students; Reading Fluency; Reading Tests; Language Tests; Randomized Controlled Trials; Statistical Analysis; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Language Proficiency Battery
AbstractThis study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring group or a control group. Students in the tutoring group met twice per week across one school year to receive tutoring from non-education major college students participating in a service-learning course. The goal of this study was to determine whether tutors without prior teaching experience or instruction could improve student reading outcomes with minimal training, a structured reading curriculum, and access to ongoing coaching. Tutored students displayed significantly more growth than control students in letter-word identification, decoding, and passage comprehension, with robust effect sizes of 0.99, 1.02, and 0.78, respectively. We discuss the implications and limitations of these findings. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/05
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