Examining the Effects of New York Experience Corps[R] Program on Young Readers

Autor/inn/en	Gattis, Maurice N.; Morrow-Howell, Nancy; McCrary, Stacey; Lee, Madeline; Jonson-Reid, Melissa; McCoy, Henrika; Tamar, Kemba; Molina, Alina; Invernizzi, Marcia
Titel	Examining the Effects of New York Experience Corps[R] Program on Young Readers
Quelle	In: Literacy Research and Instruction, 49 (2010) 4, S.299-314 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Tutoring; Volunteers; School Community Relationship; Elementary School Students; Reading Difficulties; At Risk Students; Program Evaluation; Program Effectiveness; Pretests Posttests; Reading Achievement; Reading Skills; New York + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Freiwilliger; Reading difficulty; Leseschwierigkeit; Programme evaluation; Programmevaluation; Leseleistung; Reading skill; Lesefertigkeit
Abstract	There are hundreds of tutoring programs that utilize community volunteers being implemented across the country; however, there are few rigorous efforts to evaluate their effectiveness. This article presents findings on reading achievement from an evaluation of the New York City Experience Corps[R], a program that uses older volunteers to work with students in public elementary schools. Two hundred and eighty-eight first- and second-grade students participated in a pre-test/post-test two group design with randomization to assess the impact of the program on their reading abilities. Reading was assessed using the Phonological Awareness Literacy Screening (PALS) and Early Childhood Literary Assessment System (ECLAS). Results indicate that Experience Corps is effective at improving reading scores. This study provides evidence that older volunteers can be successfully utilized to tutor young readers. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10