Abstract
ABSTRACTThis article reports an evaluation of the effectiveness of a volunteer tutor reading intervention. Volunteers were provided with instruction and supervision in order that they might assist class teachers in the teaching of reading. A strong emphasis upon phonological awareness and storytelling underpinned the programme. Intervention took place in reception classes in three socially disadvantaged schools that could provide parallel classes to serve as controls. Assessment immediately after the intervention, and 3 years later, indicated that children receiving the volunteer intervention failed to make greater progress than same‐school controls. The article considers a number of possible reasons for the apparent failure of the intervention and concludes by cautioning against simplistic expectations that additional adult support should necessarily lead to gains in children's learning.
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