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ERIC Number: EJ1097969
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0034-0502
Grade Level and Gender Differences in a School-Based Reading Tutoring Program
Chang, Sau Hou
Reading Horizons, v51 n1 Article 6 p63-80 Apr-May 2011
The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an elementary education program at a Midwest university. Each student in the treatment group was given four 30-minute tutoring sessions every week for one semester. Results showed that first-grade struggling readers had a significantly higher reading gain than second-grade struggling readers. In addition, first-grade male struggling readers had significantly higher exit Developmental Reading Assessment (DRA) scores than their entry DRA scores, but first-grade female struggling readers did not have significantly higher exit DRA scores than their entry DRA scores.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A