This study examines the effectiveness of a one-on-one reading intervention using trained tutors. Participants were 49 first-grade students at risk for reading failure. The three-step tutoring model included repeated reading of familiar text, explicit coaching in decoding and word-solving strategies, and reading new books during each 15-minute session. Pretest and posttest data were collected on measures of phonological awareness, sight word knowledge, and decoding. Analyses revealed significant group differences in each beginning reading area assessed. This tutoring model is a promising intervention for struggling beginning readers and is particularly appropriate for implementation by classroom volunteers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Publication
Literacyeracy Research and Instruction
Link to study
Year of Study
2004
Subject
Literacy
Program Evaluated
One-on-one reading intervention using trained tutors
Tutor Type
Paraprofessional
Duration
14 weeks
Sample size
47
Grade Level(s)
1st Grade
Student-Tutor Ratio
1
Effect Size
0.63
Study Design
Randomized Controlled Trial
Pullen, P. C., Lane, H. B., & Monaghan, M. C. (2004). Effects of a volunteer tutoring model on the early literacy development of struggling first grade students. Literacyeracy Research and Instruction