ERIC Number: EJ782099
Record Type: Journal
Publication Date: 2007
Pages: 35
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Reading Rescue: An Effective Tutoring Intervention Model for Language-Minority Students Who Are Struggling Readers in First Grade
Ehri, Linnea C.; Dreyer, Lois G.; Flugman, Bert; Gross, Alan
American Educational Research Journal, v44 n2 p414-448 2007
The Reading Rescue tutoring intervention model was investigated with 64 low-socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither intervention (d = 0.74). The majority of tutored students reached average reading levels whereas the majority of controls did not. Paraprofessionals tutored students as effectively as reading specialists except in skills benefiting nonword decoding. Paraprofessionals required more sessions to achieve equivalent gains. Contrary to conventional wisdom, results suggest that students make greater gains when they read text at an independent level than at an instructional level. (Contains 6 tables.)
Descriptors: Reading Comprehension, Reading Difficulties, Intervention, Reading Consultants, Reading Skills, Grade 1, Minority Groups, Tutoring, Models, Independent Study, Instructional Effectiveness, Second Language Learning, Pretests Posttests, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/82921
IES Cited: ED560820