ERIC Number: ED110937
Record Type: Non-Journal
Publication Date: 1975
The Effectiveness of a Tutor-Student (One-to-One) Method of Teaching Reading to Functionally Illiterate Inmates at the Illinois State Penitentiary, Menard Branch, Menard, Illinois. Correctional Educators Monograph Series, No. 1.
Dinges, Rodney F.
The purpose of this study was to determine whether or not adult prison inmates reading below the third-grade level can significantly increase their reading level by the use of a tutor-student teaching method, supplemented by the use of flashcards. The subjects in this study were 10 functionally illiterate adult prison inmates, selected on a voluntary basis. They were pre- and posttested and were tutored on an individualized basis for 50 one-hour sessions by six inmates and the investigator. Following analyses of the data, three hypotheses were accepted: adult prison inmates reading below the third-grade level will increase their reading level by use of a tutor-student (one-to-one) teaching method; adult prison inmates will show reading improvement through the use of the tutor-student system after 50 one-hour lessons; and adult prison inmates will, after completion of the tutor-student system, further increase their reading level through the use of flashcards. Further study of positive attitudinal changes which occur while using an individualized teaching method is recommended. (LL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Association for Public Continuing and Adult Education, Washington, DC.; American Correctional Association, College Park, MD.; American Bar Association, Washington, DC. Clearinghouse for Offender Literacy Programs.