ERIC Number: ED311674
Record Type: RIE
Publication Date: 1988-Oct
Reference Count: 0
Volunteer Tutors as a Reading Intervention for Students with Reading Difficulties. Research Report No. 18. Instructional Alternatives Project.
Weiss, Jill A.; And Others
The effectiveness of using volunteer reading tutors to work with students with reading difficulties was examined. Changes in academic engaged time, active responding time, achievement, and student attitude were assessed, along with information from tutor evaluations. Nine intervention and 8 control students (grades 3-5) with mild handicaps participated over an 11-week period, with experimental subjects receiving at least 36 20-minute sessions with reading tutors during that time. Observations indicated significantly greater active academic responding (particularly reading aloud) and academic engaged time when students were with tutors, as well as significantly less inappropriate nontask behavior. During the intervention period, higher inappropriate nontask behavior was observed when the student was not with the tutor during reading time. Follow-up observations of intervention students without tutors revealed that changes in responses were not maintained. Changes over time were not found in achievement or in student attitude measures. Tutor evaluations suggested the possibility of gains in aspects of reading not measured by standardized tests (e.g., expression), as well as several improvements for students in social-emotional areas. (Appended are the Reading Attitude Scale used in the study, the teacher and tutor evaluation forms, and a tutorial training agenda and guidelines.) (Author/DB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis.