NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1068056
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1307-9298
Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting
Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai
International Electronic Journal of Elementary Education, v7 n3 p281-300 2015
In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read significantly more proficiently than did non-tutored students in a matched group of first grade peers in the same school. These results are encouraging in light of literacy research documenting the impact of one-on-one tutoring by qualified tutors of at-risk early grade readers. We used lessons learned from this pilot study to help inform and direct the necessary revisions and refinements of future reading interventions with the goal of building the school's capacity to support the literacy development of at-risk readers so that they can catch up with their typically developing peers.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests