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ERIC Number: EJ1070162
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0748-8491
Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral Reading Fluency
Lingo, Amy Shearer
Education and Treatment of Children, v37 n1 p53-76 2014
This study evaluated the effectiveness of high school tutors' implementation of "Great Leaps Reading" (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of oral reading, immediate feedback, and tutee participation in graphing their own fluency data. Four high school tutors and four sixth grade special education students with mild disabilities served as participants. Data were collected on the within-program phonics, sight phrases, and story passages. The generalization measure was oral reading fluency on grade-level expository reading material after every third session. One replication of a multiple probe design across students was used to evaluate the procedure. Results included successful program implementation by the tutors, improved oral reading fluency by the tutees, and positive reactions to the sessions by both groups of students.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Middle Schools; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A