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ERIC Number: ED314458
Record Type: RIE
Publication Date: 1990
Pages: 32
Abstractor: N/A
Reference Count: N/A
Tutoring: A Description of an Ongoing Research Program.
Morgan, Ronald R.; And Others
Two pilot studies, which were conducted to determine the effectiveness of a home-based tutoring program operated within an accredited special function school, and to guide the development of an on-going tutoring research project are presented. The population served, from which study populations are drawn, has included, in over 20 years, 5,000 individuals and 350 certified teachers using a curriculum designed to facilitate tutoring. The two studies involved 19 and 24 subjects, respectively, in grades 2 through adult. The students had received tutoring in reading for varying lengths of time. The results suggest that the greatest increase in reading skill occurs after students have received between 20 and 29 hours of tutoring, with smaller gains occurring after 30 to 45 hours by tutoring. The results suggest that pilot studies are being followed up by a research program in which systematic comparisons of pretutoring and posttutoring outcome results are being made across: (1) tutoring times of 10 to 19 hours, 20 to 29 hours, and 30 to 45 hours; (2) types of subjects--students in grades 1 through 12 or adults; and (3) types of tutoring interventions--academic, job-related, and social-emotional. An attempt is being made to compare outcomes for adults assigned to individual and small-group tutoring. Parental involvement is being studied as a factor in the tutoring of some children. Outcome results are being compared for children whose schools or teachers cooperated in the treatment as against situations where the school or teacher did not cooperate. The last section of this report describes the on-going research program in the context of contemporary developments in cognitive science and instruction. Seven tables and two figures are included. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A