ERIC Number: ED047926
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
The Effect of Parents Using Structured Tutoring Techniques in Teaching Their Children to Read.
Keele, Reba L.; Harrison, Grant V.
A structured tutoring technique utilizing the services of parents and high school students was devised. A study was carried out in Provo, Utah, with 10 children in each of six groups--three kindergarten and three first-grade groups consisting of one control group, one with parent tutors, and one with student tutors. The tutors were given a manual of instructions and received a limited amount of training in one session lasting 1 hours. The tutoring lasted for 6 weeks during which time the child was taught naming, sounding, and blending of specified letters. Pretesting and post-testing was done to obtain gain scores and the percentage of children who achieved the criterion in each skill practiced. In mean gain scores the difference between the control and the treatment groups was significant, but there was no significant difference between the two treatment groups. A significant difference was found between the tutored and non-tutored groups for the sounding of letters and blending letters into nonsense words, but not for naming letters. Tables and references are included. (DH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971