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ERIC Number: ED448423
Record Type: RIE
Publication Date: 2000-Nov-16
Pages: 25
Abstractor: N/A
UWA Secondary Education Tutoring Project for the West Alabama Learning Coalition.
Richardson, Gloria D.; Abrams, Gloria June; Byer, John L.; DeVaney, Tom W.
This study, conducted during the fall semester by tutors who were secondary education majors at the University of West Alabama, sought to determine if tutoring on specific reading skills helped at-risk secondary school students improve their frustration levels. Of the initial 24 participants, 12 students completed both the pretest and the posttest of the Informal Reading Inventory. Analysis of the Frustration Level scores was completed with a paired T-test. A T-Value of -2.97 was obtained. This was significant at P-Value of 0.013. This finding confirmed the hypothesis: There will be an improvement in high school students' Frustration Reading Levels after 15 hours of remedial training in specific reading strategies and skills by University of West Alabama tutors. The qualitative portion of the study revealed that pre-service teachers (tutors) were positive about their Field Experiences. Contains a table and 2 charts of data. Appendixes contain the proposal for the study and instructions for conducting an informal reading inventory. (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Bowling Green, KY, November 15-17, 2000).