ERIC Number: EJ728578
Record Type: Journal
Publication Date: 2005
Pages: 34
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1086-296X
EISSN: N/A
Intervention After Grade 1: Serving Increased Numbers of Struggling Readers Effectively
Brown, Kathleen J.; Morris, Darrell; Fields, Matthew
Journal of Literacy Research, v37 n1 p61-94 Spr 2005
The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or paraprofessionals, working under the supervision of a reading specialist, tutored 40 struggling readers twice per week for 45 minutes per session. The tutored group's instruction included guided reading in leveled texts with controlled vocabulary, word study, and reading for fluency. The control group's instruction, which was provided daily in a small-group context, featured guided reading and phonics work in the classroom basal reader. Analysis of covariance was used to compare the performance of the two groups on several end-of-year reading measures. Results showed that, overall, the tutored group outperformed the control group on each of the posttest reading measures (standardized and informal). In addition, the subset of students tutored by paraprofessionals outperformed the control students. In fact, results indicated that in the structured tutoring context, paraprofessional tutors were almost as effective as certified teachers.
Descriptors: Tutorial Programs, Tutoring, Reading Difficulties, Intervention, Program Effectiveness, Teacher Aides, Comparative Analysis, Teaching Methods, Word Study Skills, Vocabulary Development, Phonics, Small Group Instruction, Primary Education, High Risk Students, Urban Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A