After-School Tutoring for Reading Achievement and Urban Middle School Students

Autor/inn/en	Nelson-Royes, Andrea M.; Reglin, Gary L.
Titel	After-School Tutoring for Reading Achievement and Urban Middle School Students
Quelle	In: Reading Improvement, 48 (2011) 3, S.105-117 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Middle School Students; Qualitative Research; Reading Improvement; Reading Achievement; Standardized Tests; Grade 8; Reading Skills; After School Programs; Tutoring; Urban Schools; Academic Support Services; Interviews; Educational Practices; Drills (Practice); Best Practices; Educational Strategies; Program Implementation; Performance Factors; Achievement Gains; Program Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Qualitative Forschung; Leseleistung; Standadised tests; Standardisierter Test; School year 08; 8. Schuljahr; Schuljahr 08; Reading skill; Lesefertigkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Bildungspraxis; Lehrstrategie; Leistungsindikator; Achievement gain; Leistungssteigerung
Abstract	This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to methodology, the student participants in the study were 30 eighth graders who attended a local, private, nonprofit tutoring facility in the researcher's state. The basic research design was the descriptive-interview research design. Three research questions were investigated through the collection and analysis of qualitative data from 15 content-valid interview questions. The researcher conducted face-to-face interviews with the six teachers (tutors) and one facility director. An interview session for each of the three interview questions lasted about 30 minutes. Thus, the total interview time for the six teachers and one facility director was approximately 210 minutes, or 3-1/2 hours. The total time to interview with all 15 interview questions was about 10 hours. Results showed educators perceived more practice generated greater reading success and improvement. In addition, it was reported that reading improvement occurred for every student whose attendance was consistent. Practice makes perfect, and students often benefit from teachers who insist that they work to their fullest potential. A major conclusion of the study involved the need for increased funding to institute more national afterschool tutoring programs that enhance reading skills. (Contains 1 table.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10