Literaturnachweis - Detailanzeige
| Autor/inn/en | Inns, Amanda J.; Lake, Cynthia; Pellegrini, Marta; Slavin, Robert |
|---|---|
| Institution | Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Titel | A Quantitative Synthesis of Research on Programs for Struggling Readers in Elementary Schools. Best Evidence Encyclopedia (BEE) |
| Quelle | (2019), (93 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Reading Difficulties; Reading Programs; Elementary School Students; Program Effectiveness; Reading Instruction; Educational Research; Tutoring; Individual Instruction; Small Group Instruction; Technology Uses in Education |
| Abstract | This article reviews research on the outcomes of diverse reading approaches on the achievement of struggling readers in elementary schools. 61 studies of 48 different programs met rigorous standards. 84% were randomized experiments and 16% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole-class approaches (mostly cooperative learning) and whole-school approaches incorporating tutoring obtained outcomes for struggling readers as large as those found for one-to-one tutoring, and benefitted many more students. Technology-supported adaptive instruction did not have positive outcomes, however. The article concludes that approaches mixing classroom and school improvements with tutoring for the most at-risk students have the greatest potential for the largest numbers of struggling readers. (As Provided). |
| Anmerkungen | Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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