Abstract
In 1996 President Clinton established the America Reads Challenge Act (1997), which included a commitment that every child will read independently and well by the end of third grade. This initiative was predicated on links between achievement and poverty (Riley, 1996, 2002) and that children reading below grade level in the early grades perform more poorly in subsequent grades (Clay, 1985; Juel, 1996; Stanovich, 1986). Responding to this challenge, we report evidence that a structured volunteer tutoring program successfully increased culturally diverse students' reading/writing performance in six elementary schools in Southeast Michigan. Specifically, the objectives of the volunteer tutoring program were to increase the reading performance of culturally diverse students, improve students' attitudes toward reading, and evaluate the program's overall efficacy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
