Reading Tutor Research Articles

Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.

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Tutoring struggling adolescent readers: A program investigation

This study examined a reading tutoring program for struggling adolescent readers. The major objectives of the tutoring program were to help struggling adolescent readers develop an understanding of the strategic nature of reading and to encourage these reluctant readers to take control of their reading. The results of the study hold implications for the implementation of strategy instruction. The results also indicate critical program features for working with struggling adolescent readers.

A Child With a Learning Disability: Navigating School-Based Services

CASE. Sam is a 7-year, 10-month-old boy who was referred to his pediatrician in March of his second grade for assessment because he is behind academically and his teacher wonders if he has attention-deficit hyperactivity disorder (ADHD). Both parents came for the initial interview. No special assessments have been completed by the school except that the mother recalls that Sam was given a language screening in kindergarten because he had trouble pronouncing the sound r. Sam was enrolled in a reading tutoring program last year but has not received extra tutoring or supplemental school services this year. Sam has good gross motor skills and has many same-age friends. He has difficulty with handwriting. He has always been considered compliant and good at following adult directions until this school year. Sam is considered noncompliant by his current teacher. He often fails to start or complete assignments that have been given to the class but has no aggressive or significant externalizing behaviors. Spelling, writing, and reading are considered to be below grade level by his teacher, but math skills are considered to be at grade level. Teacher and parental questionnaires and parental history were not suggestive of ADHD. Sam lives with his parents and older sister. There is no family history of learning disabilities, ADHD, or psychiatric conditions. Both parents completed college and are employed outside the home. There have been no recent significant changes for the family. Birth history is unremarkable. Sam has had no loss of consciousness or episodes of otitis media. He has normal sleep and growth and no history of bedwetting. Sam's early development was considered typical except for slight articulation errors noted in kindergarten which resolved spontaneously. The screening test completed by the speech therapist at that time was informal and no records were kept. On examination, Sam is a cute, compliant child with a normal physical and neurological examination except for mixed hand dominance and mild overflow movements. Sam's height and weight are 50th percentile for his age. His conversation is typical. When he was asked to read an easy Dr. Seuss book, he frequently guessed at words and seemed to use the pictures as cues. He was clearly not a fluent reader. His pediatrician considered referring Sam to a psychologist for more comprehensive testing, but Sam's parents worried about their ability to pay for such testing. Because Sam is having significant difficulty at school, Sam's pediatrician wonders how she can help Sam access evaluation and treatment services through his public school.

A Child with a Learning Disability

CASE. Sam is a 7-year, 10-month-old boy who was referred to his pediatrician in March of his second grade for assessment because he is behind academically and his teacher wonders if he has attention-deficit hyperactivity disorder (ADHD). Both parents came for the initial interview. No special assessments have been completed by the school except that the mother recalls that Sam was given a language screening in kindergarten because he had trouble pronouncing the sound r. Sam was enrolled in a reading tutoring program last year but has not received extra tutoring or supplemental school services this year. Sam has good gross motor skills and has many same-age friends. He has difficulty with handwriting. He has always been considered compliant and good at following adult directions until this school year. Sam is considered noncompliant by his current teacher. He often fails to start or complete assignments that have been given to the class but has no aggressive or significant externalizing behaviors. Spelling, writing, and reading are considered to be below grade level by his teacher, but math skills are considered to be at grade level. Teacher and parental questionnaires and parental history were not suggestive of ADHD. Sam lives with his parents and older sister. There is no family history of learning disabilities, ADHD, or psychiatric conditions. Both parents completed college and are employed outside the home. There have been no recent significant changes for the family. Birth history is unremarkable. Sam has had no loss of consciousness or episodes of otitis media. He has normal sleep and growth and no history of bedwetting. Sam's early development was considered typical except for slight articulation errors noted in kindergarten which resolved spontaneously. The screening test completed by the speech therapist at that time was informal and no records were kept. On examination, Sam is a cute, compliant child with a normal physical and neurological examination except for mixed hand dominance and mild overflow movements. Sam's height and weight are 50th percentile for his age. His conversation is typical. When he was asked to read an easy Dr. Seuss book, he frequently guessed at words and seemed to use the pictures as cues. He was clearly not a fluent reader. His pediatrician considered referring Sam to a psychologist for more comprehensive testing, but Sam's parents worried about their ability to pay for such testing. Because Sam is having significant difficulty at school, Sam's pediatrician wonders how she can help Sam access evaluation and treatment services through his public school.

Effects of Reading Decodable Texts in Supplemental First-Grade Tutoring

At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons, storybook decodability was 85% versus 11% for the 2 groups. Tutoring occurred 4 days per week for 25 weeks. A control group did not receive tutoring in phonics or story reading. Both tutored groups significantly surpassed the control on an array of decoding, word reading, passage reading, and comprehension measures. However, the more and less decodable text groups did not differ on any posttest.

Evaluation of an Automated Reading Tutor That Listens: Comparison to Human Tutoring and Classroom Instruction

A year-long study of 131 second and third graders in 12 classrooms compared three daily 20-minute treatments. a) Fifty-eight students in six classrooms used the 1999–2000 version of Project LISTEN's Reading Tutor, a computer program that uses automated speech recognition to listen to a child read aloud, and gives spoken and graphical assistance. Students took daily turns using one shared Reading Tutor in their classroom while the rest of their class received regular instruction. b) Thirty-four students in the other six classrooms were pulled out daily for one-on-one tutoring by certified teachers. To control for materials, the human tutors used the same set of stories as the Reading Tutor. c) Thirty-nine students served as in-classroom controls, receiving regular instruction without tutoring. We compared students' pre-to post-test gains on the Word Identification, Word Attack, Word Comprehension, and Passage Comprehension subtests of the Woodcock Reading Mastery Test, and in oral reading fluency. Surprisingly, the human-tutored group significantly outgained the Reading Tutor group only in Word Attack (main effects p > .02, effect size .55). Third graders in both the computer- and human-tutored conditions outgained the control group significantly in Word Comprehension ( p > .02, respective effect sizes .56 and .72) and suggestively in Passage Comprehension ( p = .14, respective effect sizes .48 and .34). No differences between groups on gains in Word Identification or fluency were significant. These results are consistent with an earlier study in which students who used the 1998 version of the Reading Tutor outgained their matched classmates in Passage Comprehension ( p = .11, effect size .60), but not in Word Attack, Word Identification, or fluency. To shed light on outcome differences between tutoring conditions and between individual human tutors, we compared process variables. Analysis of logs from all 6,080 human and computer tutoring sessions showed that human tutors included less rereading and more frequent writing than the Reading Tutor. Micro-analysis of 40 videotaped sessions showed that students who used the Reading Tutor spent considerable time waiting for it to respond, requested help more frequently, and picked easier stories when it was their turn. Human tutors corrected more errors, focused more on individual letters, and provided assistance more interactively, for example getting students to sound out words rather than sounding out words for students as the Reading Tutor did.

Maximizing Student Learning

This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors.The program consists of five main elements— a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan—that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district's remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.

Trust Your Own Observations: Assessment of reader and tutor behaviour in learning to read in English and M # ori

In our previous article, we reported on a research project designed to improve the attending, reading, and writing behaviour of nine older low-achieving children in a special class in an urban primary school. We attempted operational definitions of important reader and tutor behaviours that occur during one-to-one oral reading, and we applied direct observational principles to coding and recording their occurrence from transcribed tapes of children's regular reading with their teacher. This provided data that served to monitor short-term and long-term change in both child and tutor (teacher) behaviour during oral reading interactions. In the present paper, we describe how these direct observational principles have contributed to the development of assessment and tutoring strategies for both adults and peers in the English language Pause Prompt Praise and the M # ori language Tatari Tautoko Tauawhi reading tutoring programs. The assessment strategies generated from observations of reader and tutor interaction around written texts have provided strong support for students learning to read in both English medium and M # ori medium contexts. They have also served as powerful components of successful professional development programs for teachers.

Focus on Practice: Raising reading standards — the Reading Partners approach: cross‐age peer tutoring in a special school

This article, written by Mary Nugent, an educational psychologist working with the National Educational Psychology Service in Dublin, reviews the work done in a special school, in the Dublin area, to develop a Reading Partners Scheme. The school involved in the project, which will be referred to as St Mark's, is a special school for children with moderate learning difficulties (in Ireland described as mild learning difficulties). The Reading Partner's Scheme involved cross‐age peer tutoring in reading, working with students in the 8 to 18 age range. The training, organisation and management of the scheme are outlined here. Evaluation studies indicate multiple benefits of the scheme, accruing to both the learners and the helpers. These benefits include progress in reading, enhanced feelings of self‐worth and more positive attitudes to school. Ideas for further development of the scheme are described, as well as future research opportunities.

Parents as Reading Tutors for First Graders in Brazil

This study was a controlled evaluation of the use of the Paired Reading (PR) technique with first grade children and their parents in Brazil. Control group children took books home to read with their parents, but had no PR training. Although similar at pre-test, Paired Reading children were significantly superior in comprehension at post-test, especially in relation to the deeper complexities of the logical sequence and meaning of the text. Autonomous reading fluencyalso appeared to be higher for the Paired Reading group. The subjective feedback from experimental parents, teachers and children was very positive. There were indications that the affective and self-efficacy components of PR were particularly important, and that the intervention helped to alter the conceptualisation, ethos and practices of education in the home.

Parent Tutoring in Reading Using Literature and Curriculum Materials: Impact on Student Reading Achievement

This study investigated the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. Subjects were 36 student/parent pairs assigned randomly to two treatment groups and a control group. The 15-week study comprised 5 weeks of baseline, 5 weeks of treatment, and 5 weeks of follow-up. During treatment, tutoring occurred four times each week for 20 minutes per session. Treatment effects were evaluated using curriculum-based measurement. Results showed that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon student reading achievement. Some individual students in LB and CB groups did experience gains in reading achievement, however. Implications for future endeavors in parent tutoring in reading are discussed.

Prevention Strategies for At-Risk Students and Students with EBD in Urban Elementary Schools

This article describes a prevention program designed to provide "universal" interventions (i.e., classroom management, social skills, peer tutoring in reading) for at-risk students and those identified as having emotional and behavioral disorders (EBD) in urban schools. Students were selected based on the Systematic Screening for Behavior Disorders, with a key selection factor being identification of serious behavior problems through teacher nominations. An experimental-control, posttest design was used to analyze data across the target and control groups, which were composed of students already identified as having EBD and students at risk for EBD. Eleven students with EBD were included in the target group; six students with EBD were in the control group. Direct observation measures showed significant differences between the two groups in on-task, positive recess interaction and play, aggression, and out-of-seat behaviors. Teacher reports indicated significant differences for appropriately requesting attention, following directions, and reducing disruptive behaviors for the target group. Findings across students indicated the need to continue early prevention efforts for students with EBD and those at risk for EBD, with a suggestion that increased attention should be given to positive behavioral support systems.

The effectiveness of adult volunteer tutoring on reading among “at risk” first grade children

This study examined the effectiveness of a reading tutoring program for children “at risk” for reading problems. Forty‐two first grade children were selected based on both teacher recommendations and scores on Clay's Observational Survey. Children were matched on demographic variables and assigned randomly to tutored and control groups. Children in the tutored group met one‐on‐one with a trained community volunteer who tutored the child three times a week for 45 minutes each session. Children in the control group did not receive tutoring. The tutored group performed higher on measures of letter identification and overall reading compared with the control group. Tutored boys showed more improvement than girls, and older tutored children outperformed their younger tutored counterparts. Anecdotal evidence from teachers and tutors supports the efficacy of this program.

Chapter 6: On the Effectiveness and Limitations of Tutoring in Reading

Chapter 6: On the Effectiveness and Limitations of Tutoring in Reading

On the Effectiveness and Limitations of Tutoring in Reading

In my office, there is print, Su Primer Libro, by Edward Gonzales. It shows an older man in overalls sitting with child and book. The man is pointing something out on the page to the little girl, who sits in rapt attention. Few images are more compelling than that of teacher teaching single child. American education has been attracted hopefully to such images. President Bill Clinton (1996) has called for the mobilization of a million volunteer reading tutors all across America and for unleashing the energy and enthusiasm of [college students] to help every eight-year-old learn to read. The president believes he can increase elementary reading achievement through the use of tutors supported by college work-study programs. We know [italics added] that individualized tutoring works, President Clinton said.

Do Boys or Girls Make Better Reading Tutors? An Empirical Study to Examine Children's Effectiveness as Tutors Using the Pause, Prompt and Praise Procedures

This study aimed to assess the effects of single‐sex and cross‐gender pairings in the context of the ‘pause, prompt and praise’ procedures for improving reading, the effects of boys as tutors compared with girls as tutors and those of choice in sex of tutor. Four groups were involved in the study: boys tutoring boys, girls tutoring girls, girls tutoring boys and boys tutoring girls. The tutees were 24 Year 7 pupils and the tutors were 24 Year 10 pupils from a large suburban comprehensive school in the Midlands of England. The reading age of each of the tutees was measured both before and after the intervention so that gains in reading age could be evaluated. The results showed that peers could be successfully trained to use the pause, prompt and praise techniques and that these were effective in raising the reading standards of tutees in all four groups. However, little evidence was found to suggest that any of the pairings was any more successful than the others or that the sex of the tutor had any significant effect on the tutoring outcome. On the other hand, however, there was some evidence that choice of tutor sex might have an effect on gains in tutee's measured reading ages

Peer Mediated Intervention in Reading Instruction Using Pause, Prompt and Praise

Summary A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve 11 year‐old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data from interrupted time series research designs. A one‐tailed t‐test was also computed to test for significant differences in pre‐ and post‐test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension ...

Book Notes

Book Notes presents information regarding a variety of books or media that relate to teaching special needs children and may be of interest to teachers, parents, administrators, and university faculty. In this issue, I have reviewed books concerning thematic approaches to curriculum, lists for reading teachers, early reading tutoring, and teaching basic skills with journals. Items reviewed are available through the publishers. If you have any suggestions that would be appropriate for this column, please send the information, advertisement, or book to Mark Goor, Associate Editor, Box 4031, Emporia State University, Emporia, KS 66801—MBG

The Efficacy of Peer Tutoring in Reading for Students with Mild Disabilities: A Best-Evidence Synthesis

This review sought to examine the research literature on peer tutoring in reading for students with disabilities using the methodology of best-evidence synthesis (Slavin, 1986). Eleven studies that...