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International Electronic Journal of Elementary Education, v7 n3 p281-300 2015

In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read significantly more proficiently than did non-tutored students in a matched group of first grade peers in the same school. These results are encouraging in light of literacy research documenting the impact of one-on-one tutoring by qualified tutors of at-risk early grade readers. We used lessons learned from this pilot study to help inform and direct the necessary revisions and refinements of future reading interventions with the goal of building the school's capacity to support the literacy development of at-risk readers so that they can catch up with their typically developing peers.

Descriptors: Quasiexperimental Design, Reading Instruction, Elementary School Teachers, Grade 1, At Risk Students, Tutoring, Federal Legislation, Educational Legislation, Disabilities, Equal Education, Instructional Effectiveness, Demography, Measures (Individuals), Case Studies

International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee[at]iejee.com; Web site: http://www.iejee.com





Autor: Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=593&id=EJ1068056



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