Effective Programs for Struggling Readers: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Davis, Susan; Madden, Nancy A.
Titel	Effective Programs for Struggling Readers: A Best-Evidence Synthesis
Quelle	In: Educational Research Review, 6 (2011) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2010.07.002
Schlagwörter	Control Groups; Tutoring; Teaching Methods; Synthesis; Evidence; Best Practices; Program Effectiveness; Reading Difficulties; Reading Improvement; Literature Reviews; Intervention; Small Group Instruction; Classroom Techniques; Computer Assisted Instruction; Educational Practices; Matched Groups; Time on Task; Reading Achievement; United States + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Reading difficulty; Leseschwierigkeit; Klassenführung; Computer based training; Computerunterstützter Unterricht; Bildungspraxis; Zeitaufwand; Leseleistung; USA
Abstract	This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5-10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at least 12 weeks, and use of valid measures independent of treatments. A total of 97 studies met these criteria. The review concludes that one-to-one tutoring is very effective in improving reading performance. Tutoring models that focus on phonics obtain much better outcomes than others. Teachers are more effective than paraprofessionals and volunteers as tutors. Small-group, phonetic tutorials can be effective, but are not as effective as one-to-one phonetically focused tutoring. Classroom instructional process programs, especially cooperative learning, can have very positive effects for struggling readers. Computer-assisted instruction had few effects on reading. Taken together, the findings support a strong focus on improving classroom instruction and then providing one-to-one, phonetic tutoring to students who continue to experience difficulties. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10