Primary Prevention of Reading Failure: Effect of Universal Peer Tutoring in the Early Grades

Autor/inn/en	Jones, Giavana; Ostojic, Dragana; Menard, Jessica; Picard, Erin; Miller, Carlin J.
Titel	Primary Prevention of Reading Failure: Effect of Universal Peer Tutoring in the Early Grades
Quelle	In: Journal of Educational Research, 110 (2017) 2, S.171-176 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1060929
Schlagwörter	Elementary School Students; Grade 3; Reading Failure; Reading Programs; Prevention; At Risk Students; Peer Teaching; Tutoring; Program Evaluation; Program Implementation; Intervention; Early Childhood Education; Foreign Countries; Reading Improvement; Reading Fluency; Poverty; English Language Learners; Special Education; Disadvantaged Schools; Educational Policy; Reading Difficulties; Curriculum Based Assessment; Educational Quality; Accountability; Reading Tests; Scores; Correlation; Multiple Regression Analysis; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Reading disability; Reading weakness; Leseschwäche; Prävention; Vorbeugung; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Programme evaluation; Programmevaluation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Armut; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Reading difficulty; Leseschwierigkeit; Quality of education; Bildungsqualität; Verantwortung; Lesetest; Korrelation; Statistische Analyse; Kanada
Abstract	Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01