Abstract
The Helping One Student to Succeed (HOSTS) Language Arts volunteer tutoring program was evaluated by comparing pre‐ and post‐intervention scores on standardized measures of reading using a 5‐month test‐retest interval. Students (n = 129) from six elementary schools in Michigan that utilize the HOSTS program served as the experimental group, and the control group (n = 127) was recruited from four elementary schools that do not use the HOSTS program. Both groups contained students who were identified as at‐risk for reading failure by their respective schools, but none received special education services. Between‐group analyses of covariance (ANCOVA) were conducted using change scores as the dependent variables and pre‐scores as the covariate variables. Results suggested that growth experienced by the experimental group significantly exceeded that of the control group on measures of reading fluency, reading comprehension, initial sound fluency, and overall reading skills. Therefore, the HOSTS tutoring program appeared to be an effective intervention for children identified as at risk for reading difficulties.
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