ERIC Number: EJ949428
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 56
More than Good Intentioned Help: Volunteer Tutoring and Elementary Readers
Jung, Eunjoo; Molfese, Victoria J.; Larson, Ann E.
Mentoring & Tutoring: Partnership in Learning, v19 n3 p277-299 2011
In this study, researchers examined whether tutoring implemented by volunteer tutors impacted struggling elementary readers' reading skills, their attitudes toward reading, and their self-confidence. The study involved two elementary schools and 30 students who were participating in the community based tutoring program and who were randomly assigned to reading-only or reading/writing tutoring conditions. Findings suggested that students could improve their reading fluencies if they had the support of trained adult tutors, even just once each week for 30 to 40 minutes for a semester. Female students improved in their reading fluency measure more so than did male students, but such improvement was not notable in other areas, including attitudes toward reading or self-confidence. Based upon the findings, implications and methodological issues for future study are addressed.
Descriptors: Reading Fluency, Tutors, Reading Skills, Instructional Effectiveness, Volunteers, Tutoring, Elementary School Students, Reading Difficulties, Intervention, Program Effectiveness, Gender Differences, Self Esteem, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement