ERIC Number: ED597166
Record Type: Non-Journal
Publication Date: 2019-Apr-24
Pages: 93
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
A Quantitative Synthesis of Research on Programs for Struggling Readers in Elementary Schools. Best Evidence Encyclopedia (BEE)
Inns, Amanda J.; Lake, Cynthia; Pellegrini, Marta; Slavin, Robert
Center for Research and Reform in Education
This article reviews research on the outcomes of diverse reading approaches on the achievement of struggling readers in elementary schools. 61 studies of 48 different programs met rigorous standards. 84% were randomized experiments and 16% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole-class approaches (mostly cooperative learning) and whole-school approaches incorporating tutoring obtained outcomes for struggling readers as large as those found for one-to-one tutoring, and benefitted many more students. Technology-supported adaptive instruction did not have positive outcomes, however. The article concludes that approaches mixing classroom and school improvements with tutoring for the most at-risk students have the greatest potential for the largest numbers of struggling readers.
Descriptors: Reading Difficulties, Reading Programs, Elementary School Students, Program Effectiveness, Reading Instruction, Educational Research, Tutoring, Individual Instruction, Small Group Instruction, Technology Uses in Education
Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Johns Hopkins University, Center for Research and Reform in Education (CRRE)
IES Funded: Yes
Grant or Contract Numbers: N/A