The Case for Tutoring Struggling Readers in the Primary Grades

Autor/in	Morris, Darrell
Titel	The Case for Tutoring Struggling Readers in the Primary Grades
Quelle	In: Reading & Writing Quarterly, 39 (2023) 2, S.104-119 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2055509
Schlagwörter	Reading Difficulties; Reading Instruction; Tutoring; At Risk Students; Elementary School Students; Grade 1; Grade 2; Grade 3; Reading Teachers; Evidence Based Practice; Barriers; Costs; School Culture; Reading Programs; Early Intervention; Expertise + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseunterricht; Förderkonzept; Nachhilfeunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Cost; Kosten; Schulkultur; Schulleben; Expert appraisal
Abstract	Over the past 50 years, our schools have failed to teach a large portion (one-third) of students to read at a basic level by the end of fourth grade. After presenting evidence of this reading education problem and overviewing historical attempts to address it, I argue that serious, one-to-one tutoring initiatives offer the best chance for meaningful change. I use a detailed case study to show how a school could mount an effective one-to-one tutoring program for at-risk readers in grades 1-3. The key factor is an expert reading teacher who is willing to supervise the tutoring efforts of teacher assistants, paraprofessionals, and possibly community volunteers. Standing in the way of such an evidence-based approach is cost and, relatedly, a school culture that has relied on recurring changes in classroom teaching methods, as opposed to intensive one-to-one instruction, to address early reading failure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01