Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

Autor/inn/en	Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.
Titel	Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
Quelle	34 (2018) 2, S.117-131 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/10573569.2017.1357156
Schlagwörter	After 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 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 + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; After school programs; Out of school education; Out-of-school education; Alphabetisierung; Schreib- und Lesefähigkeit; Förderkonzept; Nachhilfeunterricht; Reading difficulty; Leseschwierigkeit; Service-Learning; Frühleseunterricht; Language skill; Language skills; Sprachkompetenz; Beobachtung; Reading materials; Lesekartei; Reading habit; Lesegewohnheit; Schulische Motivation; Achievement gain; Leistungssteigerung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lesetest; Language test; Sprachtest; Statistische Analyse
Abstract	This 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. [This article was published in "Reading & Writing Quarterly" (EJ1171007).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01