The Effect of the Experience Corps[R] Program on Student Reading Outcomes

Autor/inn/en	Lee, Yung Soo; Morrow-Howell, Nancy; Jonson-Reid, Melissa; McCrary, Stacey
Titel	The Effect of the Experience Corps[R] Program on Student Reading Outcomes
Quelle	In: Education and Urban Society, 44 (2012) 1, S.97-118 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510381262
Schlagwörter	Reading Difficulties; Low Income; Reading Failure; Reading Achievement; Minority Group Children; Older Adults; Reading Skills; Volunteers; Tutoring; Reading Programs; Standardized Tests; Achievement Gains; Community Involvement; Program Effectiveness; Interviews; Teacher Surveys; Case Records; Outcomes of Education; Teacher Attitudes + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Niedriglohn; Reading disability; Reading weakness; Leseschwäche; Leseleistung; Älterer Erwachsener; Reading skill; Lesefertigkeit; Freiwilliger; Förderkonzept; Nachhilfeunterricht; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung; Interviewing; Interviewtechnik; Case reports; Fallsammlung; Lernleistung; Schulerfolg; Lehrerverhalten
Abstract	A randomized field trial involving 883 students at 23 schools in three urban cities assessed the effectiveness of Experience Corps[R] (EC), a program that places older adult volunteers in elementary schools to tutor students who are poor readers. Students were assessed at the beginning and end of the academic year with standardized reading measures. Program effects were analyzed using Generalized Estimating Equations (GEE) to adjust for clustering effects. Findings demonstrated that EC students made statistically greater gains over the academic year on passage comprehension and grade-specific reading skills. The gains were stronger for students who received at least 35 tutoring sessions. These findings indicate that older community volunteers can be effectively deployed to improve reading achievement in low income, ethnic minority children who are at risk of reading failure. (Contains 2 notes, 2 tables, and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10