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ERIC Number: ED380526
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
One-to-One Tutoring Produces Early Reading Success; Large Gains Justify Cost.
CDS Report, Nov 1990
This collection of descriptions of research at the Center for Research on Effective Schooling for Disadvantaged Students opens with the discussion of a synthesis of research on the effects of one-to-one tutoring programs used in first grade to prevent reading failure produced by Barbara Wasik and Robert Slavin. The synthesis reviews stringent evaluation evidence on five such programs. All were found instructionally effective, but undeniably expensive. Reviewing potential benefits and comparing them to other interventions makes the costs justifiable. A second discussion, "Disadvantaged Middle Grades Schools Provide Fewer Resources and Opportunities in Curriculum and Instruction," examines differences and similarities between advantaged and disadvantaged schools. "Community Involvement Review Urges Identification of Effective Practices, Increased Student Participation" notes that determining how community participation can best benefit disadvantaged children requires thoughtful study of the factors that make meaningful differences. "Success for All Includes Limited English Proficient Children" describes the "Success for All" program of the Francis Scott Key Elementary School in Philadelphia (Pennsylvania). "Progress Grades and Written Comments Linked to Less Retention and Estimated Dropout" and "Review of Educational Adaptation of Immigrant Children Finds Diversity among and between Groups" highlight other efforts by the Center. (SLD)
Descriptors: Community Involvement, Cost Effectiveness, Disadvantaged Youth, Dropout Prevention, Elementary Education, Elementary School Students, Grades (Scholastic), Immigrants, Instructional Effectiveness, Limited English Speaking, Middle Schools, Reading Achievement, Synthesis, Tutorial Programs, Tutoring
Publication Type: Collected Works - Serials; Reports - Evaluative
Education Level: N/A
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.