ERIC Number: ED028910
Record Type: RIE
Publication Date: 1968-Sep
Reference Count: 0
The Effectiveness of a Diagnostically Structured Reading Program for Fourth Grade Pupils Using Students Majoring in Elementary Education as Tutors.
Klosterman, Sister Laurietta
During a 6-month period, 90 fourth-grade pupils were tutored in reading by elementary education majors as part of their regular classroom instruction. Work was done individually or in small groups 4 days weekly for hour per tutoring session, and all materials used were on each child's instructional reading level. A control group of 90 pupils received the regular classroom instruction only. The study concluded through one-way analysis of variance that tutoring significantly increased the gains in vocabulary, comprehension, and total reading achievement for the combined tutored groups. Individualized tutoring proved more effective than small group tutoring. The program was also considered valuable for teacher education. Weekly progress reports, views of tutoring, samples of diagnostic and evaluative reports, and materials used for tutoring are presented in appendixes. References are included. (RT)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Dayton Univ., OH.