Partners-in-Reading: Using Classroom Assistants to Provide Tutorial Assistance to Struggling First-Grade Readers

Abstract

This study evaluated the feasibility of using classroom assistants as tutors of 1st-grade struggling readers in a school with limited financial and personnel resources. The tutoring program, Partners-in-Reading (PIR), offered assistance to 54 first graders in 2 cohorts. Classroom assistants scheduled tutoring a minimum of 4 times per week for 30 to 40 min per session: A typical session included the reading and rereading of familiar texts, an introduction of texts at or slightly above a student's instructional level, and various word recognition activities. PIR students' word recognition and development spelling scores were compared with Reading-Recovery (RR) students (n = 62) and a control group (n = 58). Although equivalent at the year's start, PIR and RR students outperformed controls on these measures at the end of 1st grade. They also scored higher than did the controls on a norm-referenced word recognition subtest and were less likely to be retained. PIR students also outperformed the controls on a norm-referenced comprehension subtest. This discussion focuses on the benefits of using classroom assistants as tutors and the related questions of when tutoring should be offered, its duration, and its evaluation.