ERIC Number: EJ1127842
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Primary Prevention of Reading Failure: Effect of Universal Peer Tutoring in the Early Grades
Jones, Giavana; Ostojic, Dragana; Menard, Jessica; Picard, Erin; Miller, Carlin J.
Journal of Educational Research, v110 n2 p171-176 2017
Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed.
Descriptors: Elementary School Students, Grade 3, Reading Failure, Reading Programs, Prevention, At Risk Students, Peer Teaching, Tutoring, Program Evaluation, Program Implementation, Intervention, Early Childhood Education, Foreign Countries, Reading Improvement, Reading Fluency, Poverty, English Language Learners, Special Education, Disadvantaged Schools, Advantaged, Educational Policy, Reading Difficulties, Curriculum Based Assessment, Educational Quality, Accountability, Reading Tests, Scores, Correlation, Multiple Regression Analysis, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A