ERIC Number: EJ1171007
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.
Reading & Writing Quarterly, v34 n2 p117-131 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring group or a control group. Students in the tutoring group met twice per week across one school year to receive tutoring from non-education major college students participating in a service-learning course. The goal of this study was to determine whether tutors without prior teaching experience or instruction could improve student reading outcomes with minimal training, a structured reading curriculum, and access to ongoing coaching. Tutored students displayed significantly more growth than control students in letter-word identification, decoding, and passage comprehension, with robust effect sizes of 0.99, 1.02, and 0.78, respectively. We discuss the implications and limitations of these findings.
Descriptors: After School Programs, After School Education, Literacy, Tutoring, Intervention, Reading Difficulties, Control Groups, Experimental Groups, Service Learning, Teaching Experience, Emergent Literacy, Language Proficiency, Observation, Faculty Development, Supplementary Reading Materials, Reading Habits, Student Motivation, Fidelity, Achievement Gains, Early Childhood Education, Elementary Education, Elementary School Students, Reading Fluency, Reading Tests, Language Tests, Randomized Controlled Trials, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Language Proficiency Battery
Grant or Contract Numbers: N/A