NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023494
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1361-1267
Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students
Johnson, Kaprea F.; Gupta, Abha; Rosen, Hana; Rosen, Howard
Mentoring & Tutoring: Partnership in Learning, v21 n4 p431-443 2013
The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test