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ERIC Number: EJ1171007
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Language Proficiency Battery