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ERIC Number: EJ1127842
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0022-0671
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A