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ERIC Number: EJ779215
Record Type: Journal
Publication Date: 2007-Dec
Pages: 8
Abstractor: Author
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1547-0350
Effect of Tutoring on Reading Achievement for Students with Cognitive Disabilities, Specific Learning Disabilities, and Students Receiving Title I Services
Osborn, Jan; Freeman, Amy; Burley, Margaret; Wilson, Rich; Jones, Eric; Rychener, Stacey
Education and Training in Developmental Disabilities, v42 n4 p467-474 Dec 2007
This empirical study investigated the effects of tutoring on the reading achievement of elementary students with cognitive disabilities and specific learning disabilities as well as students receiving Title I reading programs in Project MORE (Mentoring in Ohio for Reading Excellence). This school-based action research highlights volunteer tutors, early reading instruction, reading interventions, and one-to-one instruction. Students were pre and posttested on both informal and standardized measures of reading performance. Intervention students were matched and compared to control students in similar school districts. The results demonstrated significant positive effects for the intervention. Generally, intervention students had month-for-month gains and outperformed comparison students in reading over the six month period. (Contains 3 tables.)
Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio