ERIC Number: EJ722560
Record Type: Journal
Publication Date: 2005
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0936-2835
EISSN: N/A
Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough?
Otaiba, Stephanie Al; Schatschneider, Christopher; Silverman, Eden
Exceptionality, v13 n4 p195-208 2005
The purpose of this research was to investigate the effectiveness of a tutoring intervention provided by community tutors to kindergarten students at risk for reading difficulties. The 73 students were randomly assigned to 1 of 3 conditions: (a) tutoring 4 days a week, (b) tutoring 2 days a week, or (c) a control condition that provided small-group storybook reading 2 days a week. Children were administered reading and phonemic awareness pre- and posttreatment tests. Analyses revealed that students in the 4-day condition outperformed students in either the 2-day or control conditions on 3 reading measures. Effect sizes were .79, .90, and .83 on word identification, passage comprehension, and basic reading skills, respectively. Challenges and implications for managing community tutoring programs are discussed.
Descriptors: Kindergarten, High Risk Students, Reading Difficulties, Program Effectiveness, Community Programs, Tutoring, Reading Skills, Phonemes, Learning Strategies
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED565630