ERIC Number: ED353642
Record Type: RIE
Publication Date: 1992-Nov
Reference Count: N/A
Tutoring for At-Risk Students.
OSSC Bulletin, v36 n3 Nov 1992
Traditional large-group instruction is geared toward one type of learning style and often assumes a specific cultural background. Tutoring, as a way to augment traditional instruction and help students with special needs, is examined in this bulletin. Following the introduction, chapter 1 reviews evidence supporting the effectiveness of tutoring and examines the cognitive and social reasons for its superiority over group instruction, particularly for at-risk students. Chapter 2 examines the effectiveness of peer tutoring, with a focus on benefits to each party and potential problems. The components of a successful tutoring program--objectives, resources, and implementation details--are summarized in the third chapter. Chapter 4 describes two first-grade programs that use certified teachers as tutors--the Reading Recovery Program and Success for All. Programs described in chapter 5--structured tutoring, programmed tutorial reading, Project Success, and Help One Student to Succeed (HOSTS)--can be implemented using alternative sources for tutors including paraprofessionals, adult volunteers, and students. The sixth chapter describes three peer and cross-age tutoring programs. The final chapter summarizes factors that school districts should consider in planning and implementing a tutoring program. The appendix provides contact information for programs described in chapters 4-6. (Contains 65 references.) (LMI)
Descriptors: Academic Achievement, Cross Age Teaching, Elementary Secondary Education, High Risk Students, Individual Instruction, Peer Teaching, Program Implementation, Tutorial Programs, Tutoring, Tutors
Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6 prepaid, nonmembers; $4.50, members; $2 postage and handling on billed orders).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Oregon School Study Council, Eugene.