Effects of the TutorBright Tutoring Programme on the Reading and Mathematics Skills of Children in Foster Care: A Randomised Controlled Trial

Autor/inn/en	Hickey, Andrea J.; Flynn, Robert J.
Titel	Effects of the TutorBright Tutoring Programme on the Reading and Mathematics Skills of Children in Foster Care: A Randomised Controlled Trial
Quelle	In: Oxford Review of Education, 45 (2019) 4, S.519-537 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2019.1607724
Schlagwörter	Tutoring; Foster Care; Tutorial Programs; Reading Skills; Mathematics Skills; Children; Executive Function; Caregiver Child Relationship; Caregivers; Randomized Controlled Trials; Foreign Countries; Achievement Tests; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Program Effectiveness; Experimental Groups; Control Groups; Posttraumatic Stress Disorder; Canada; Woodcock Johnson Tests of Achievement; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Pflegehilfe; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Child; Kind; Kinder; Caregiver; Carer; Betreuungsperson; Pfleger; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen; Screening-Verfahren; Kanada
Abstract	We evaluated the effects of TutorBright tutoring on the reading and mathematics skills of children in family foster care, examined several potential moderators of the impact of tutoring, and explored possible 'spill-over' effects on the children's executive functioning and behavioural difficulties and on their caregivers' level of involvement in schoolwork in the home. The sample consisted of 70 children in care in Ontario, Canada. At the pre-test, the children were aged 5-16 years (M = 10.41, SD = 2.94) and enrolled in school grades 1-11 (M = 5.53, SD = 2.90). Thirty-four children were randomly assigned to tutoring and 36 to a waiting list control condition. Seven subtests from the Woodcock-Johnson III (WJ-III) achievement test served as outcome measures. The tutored children made statistically greater gains than those in the control group on the WJ-III subtests of Reading Fluency, Reading Comprehension, and Mathematics Calculation, but not on Word Reading, Spelling, Math Fluency, or Applied Math Problems. Age, executive functioning, caregiver controlling involvement in schoolwork, and self-reported post-traumatic stress disorder symptoms were found to moderate the effectiveness of tutoring. There were no spill-over effects of tutoring. The implications of the results for improving foster children's reading and mathematics skills were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01