ERIC Number: EJ704659
Record Type: Journal
Publication Date: 2005-Feb
Reference Count: N/A
Reading Tutoring for Students at Academic and Behavioral Risk: Effects on Time-On-Task in the Classroom
Gest, Scott D.; Gest, Julia M.
Education and Treatment of Children, v28 n1 p25-47 Feb 2005
This study examined the effects of individual reading tutoring on the time-on-task and student-teacher interactions of students displaying early signs of academic and behavior problems. Participants were 17 students in Kindergarten, Grade 1 and Grade 2 who were rated by classroom teachers as below average in academic skills and above average in aggressive-disruptive behavior. Ten of these students were randomly selected to receive individual tutoring from paraprofessionals. Classroom observations indicated that tutoring had generally positive effects on time-on-task in the classroom but no clear effects on patterns of teacher attention. Among tutored students, increases in time-on-task were largest among children whose reading skill gains were largest. Results suggest that for students with the dual risks of reading and behavior problems, individual reading tutoring may enhance reading skills and lead to meaningful increases in engagement in classroom learning tasks.
Descriptors: Primary Education, Behavior Problems, Reading Skills, Tutoring, Time on Task, High Risk Students, Teacher Student Relationship, Classroom Techniques, Reading Improvement
The Roscoe Ledger, P.O. Box 536, Chester & Latta Streets, Roscoe, PA 15477. Tel: 724-938-9495; Fax: 724-938-9111.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Grade 2; Kindergarten
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)