A One-to-One Programme for At-Risk Readers Delivered by Older Adult Volunteers

Autor/inn/en	Fives, Allyn; Kearns, Noreen; Devaney, Carmel; Canavan, John; Russell, Dan; Lyons, Rena; Eaton, Patricia; O'Brien, Aoife
Titel	A One-to-One Programme for At-Risk Readers Delivered by Older Adult Volunteers
Quelle	In: Review of Education, 1 (2013) 3, S.254-280 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3016
Schlagwörter	Reading Programs; Reading Difficulties; Older Adults; Volunteers; Young Children; Disadvantaged Youth; At Risk Students; Elementary School Students; Grade 1; Grade 2; Phonemic Awareness; Word Recognition; Phonics; Self Concept; Reading Comprehension; Vocabulary; Spelling; Gender Differences; Reading Achievement; Attendance; Predictor Variables; Program Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Älterer Erwachsener; Freiwilliger; Frühe Kindheit; Benachteiligter Jugendlicher; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Worterkennung; Selbstkonzept; Leseverstehen; Wortschatz; Schreibweise; Geschlechterkonflikt; Leseleistung; Anwesenheit; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper is based on a randomized controlled trial (RCT) evaluation of a reading programme delivered by older adult volunteers for at-risk early readers. Wizards of Words (WoW) was targeted at socially disadvantaged children in first and second grade experiencing delays in reading but who were not eligible for formal literacy supports. The programme was effective for phonemic awareness, word recognition, phonic knowledge and children's self-beliefs, but was not effective for reading comprehension, vocabulary, spelling or reading accuracy. The programme was most effective for those children starting with "below average" reading levels and for boys. Programme intensity, school attendance and the child's experience of the programme all predicted response to intervention. Gains in phonemic awareness and phonic knowledge may be explained by the priority given in volunteer training and in programme delivery to the phonics component, and gains in word recognition may be explained by its close association with phonemic awareness and phonic knowledge, as hypothesized by the Simple View of Reading. The findings show that a reading programme delivered by older adult volunteers can have a significant impact on reading skills and self-beliefs of at-risk readers who are not eligible for other formal literacy supports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10