Effect of Tutoring on Reading Achievement for Students with Cognitive Disabilities, Specific Learning Disabilities, and Students Receiving Title I Services

Autor/inn/en	Osborn, Jan; Freeman, Amy; Burley, Margaret; Wilson, Rich; Jones, Eric; Rychener, Stacey
Titel	Effect of Tutoring on Reading Achievement for Students with Cognitive Disabilities, Specific Learning Disabilities, and Students Receiving Title I Services
Quelle	In: Education and Training in Developmental Disabilities, 42 (2007) 4, S.467-474 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Intervention; Action Research; Reading Programs; Learning Disabilities; Reading Achievement; Tutors; Volunteers; Reading Instruction; Tutoring; Program Effectiveness; Elementary School Students; Mental Retardation; Mentors; Pretests Posttests; Comparative Analysis; School Districts; Rural Schools; Grade 2; Ohio + Suchen Sie Ihr Suchwort? Projektforschung; Learning handicap; Lernbehinderung; Leseleistung; Förderlehrer; Lehrender; Tutor; Freiwilliger; Leseunterricht; Förderkonzept; Nachhilfeunterricht; Geistige Behinderung; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	This empirical study investigated the effects of tutoring on the reading achievement of elementary students with cognitive disabilities and specific learning disabilities as well as students receiving Title I reading programs in Project MORE (Mentoring in Ohio for Reading Excellence). This school-based action research highlights volunteer tutors, early reading instruction, reading interventions, and one-to-one instruction. Students were pre and posttested on both informal and standardized measures of reading performance. Intervention students were matched and compared to control students in similar school districts. The results demonstrated significant positive effects for the intervention. Generally, intervention students had month-for-month gains and outperformed comparison students in reading over the six month period. (Contains 3 tables.) (Author).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10