Literaturnachweis - Detailanzeige
| Autor/inn/en | Moore-Hart, Margaret; Karabenick, Stuart A. |
|---|---|
| Titel | Becoming Successful Readers: A Volunteer Tutoring Program for Culturally Diverse Students |
| Quelle | In: Literacy Research and Instruction, 48 (2009) 2, S.149-171 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| Schlagwörter | Student Attitudes; Program Effectiveness; Volunteers; Tutoring; Reading Improvement; Student Diversity; Reading Skills; Poverty; At Risk Students; Federal Legislation; Elementary School Students; Early Intervention; Minority Group Children; Reading Attitudes; Urban Schools; Michigan |
| Abstract | In 1996 President Clinton established the America Reads Challenge Act (1997), which included a commitment that every child will read independently and well by the end of third grade. This initiative was predicated on links between achievement and poverty (Riley, 1996, 2002) and that children reading below grade level in the early grades perform more poorly in subsequent grades (Clay, 1985; Juel, 1996; Stanovich, 1986). Responding to this challenge, we report evidence that a structured volunteer tutoring program successfully increased culturally diverse students' reading/writing performance in six elementary schools in Southeast Michigan. Specifically, the objectives of the volunteer tutoring program were to increase the reading performance of culturally diverse students, improve students' attitudes toward reading, and evaluate the program's overall efficacy. (Contains 1 figure, 1 footnote and 9 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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