Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring.

Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A.; Jenkins, Joseph R.

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Peer reviewed

ERIC Number: EJ655542

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

EISSN: N/A

Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring.

Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A.; Jenkins, Joseph R.

Learning Disabilities: Research & Practice, v17 n4 p227-41 Nov 2002

A study compared students at risk for reading disabilities who were provided phonics-based instruction in first grade (n=13), students tutored in comprehension skills in second grade (n=10), and students tutored in both grades (n=26). Students tutored only in first grade performed better than those also tutored in second grade. (Contains references.) (CR)

Descriptors: High Risk Students, Instructional Effectiveness, Phonics, Primary Education, Reading Comprehension, Reading Difficulties, Reading Improvement, Reading Instruction, Tutorial Programs, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/63897

IES Cited: ED511908