Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

Autor/inn/en	Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin
Titel	Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study
Quelle	In: Literacy Research and Instruction, 47 (2008) 1, S.27-37 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Reading Improvement; Reading Fluency; Reading Failure; Reading Skills; Volunteers; Tutoring; Program Effectiveness; Reading Comprehension; Longitudinal Studies; Elementary School Students; Comparative Analysis; Gender Differences; Racial Differences; Age Differences; Followup Studies; Michigan; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Reading disability; Reading weakness; Leseschwäche; Reading skill; Lesefertigkeit; Freiwilliger; Förderkonzept; Nachhilfeunterricht; Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Follow-up studies; Kontaktstudium
Abstract	There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current study conducted a longitudinal examination of the HOSTS program by again assessing the reading skills of 100 elementary students who participated in the Burns et al. study. Results found that students who participated in the HOSTS program during the 2001-2002 school year significantly outperformed students in a control group in both reading fluency and comprehension. In addition, a hierarchical linear modeling of reading quotients between December 2001 and May 2004 found that the HOSTS students demonstrated significantly greater growth than the control students. Limitations and suggestions for future research are included. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10