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Direct linkAl Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa – Reading and Writing: An Interdisciplinary Journal, 2012
This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor…
Descriptors: Preservice Teachers, Beginning Reading, Early Childhood Education, Learning Strategies
Peer reviewedJenkins, Joseph R.; Vadasy, Patricia F.; Firebaugh, Mary; Profilet, Cathy – Learning Disabilities Research & Practice, 2000
Description of a tutoring program for struggling 1st grade readers focuses on use of Sound Partners, a program designed for non-teacher tutors. This program emphasizes basic phonological awareness and phonological reading skills. The article describes the program's theoretical ancestry, application, research outcomes, and obstacles/solutions…
Descriptors: Beginning Reading, Decoding (Reading), Grade 1, Phonology
Peer reviewedEllis, DiAnn Waskul; Preston, Fannie Wiley – Reading Teacher, 1984
Describes how fifth grade students can help first graders develop their language skills and also teach other fifth graders how to tutor. Provides a list of picture books for use in the program. (FL)
Descriptors: Beginning Reading, Cross Age Teaching, Elementary Education, Grade 1
Peer reviewedElkins, John – International Journal of Disability, Development and Education, 1990
This review examines non-North American ideas about reading difficulties. Noted is the success of such tutorial programs as Reading Recovery, used in Australia, the United States, and New Zealand. The potential of a Vygotskian perspective on assessment and teaching for children experiencing reading difficulties is outlined. (Author/DB)
Descriptors: Beginning Reading, Comparative Education, Elementary Secondary Education, Intervention
Peer reviewedHeward, William L.; And Others – Education and Treatment of Children, 1986
Within the context of an ongoing classwide peer tutoring system for sight words, a training program was conducted to teach first-grade peer tutors to provide verbal praise for correct responses on an intermittent schedule. After training, the four observed tutors successfully delivered praise on the desired schedule. (Author/JDD)
Descriptors: Beginning Reading, Grade 1, Peer Teaching, Positive Reinforcement
Peer reviewedMorris, Darrell – Reading Psychology, 1986
Discusses three principles for use by volunteer tutors to use in monitoring children's oral reading: (1) maintaining an adequate pace in the lesson, (2) helping students make sense of what they read, and (3) helping the student to read what is actually on the page. (FL)
Descriptors: Beginning Reading, Feedback, Listening Skills, Oral Reading
Peer reviewedVadasy, Patricia F.; Jenkins, Joseph R.; Antil, Lawrence R.; Wayne, Susan K.; O'Connor, Rollanda E. – Learning Disability Quarterly, 1997
Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…
Descriptors: Beginning Reading, Early Intervention, Grade 1, Individual Instruction
Peer reviewedCoates, Keith S.; McLaughlin, T. F. – B.C. Journal of Special Education, 1992
Evaluation of effects of parent tutoring in word recognition with flash cards with a slow learning seven year old found neither number of words read or frequency of errors was changed by the intervention, but subjective measures did support the intervention's effectiveness. Results suggest the need for parent training for effective home…
Descriptors: Beginning Reading, Drills (Practice), Instructional Effectiveness, Intervention
Peer reviewedAbbott, Sylvia P.; Reed, Elizabeth; Abbott, Robert D.; Berninger, Virginia W. – Learning Disability Quarterly, 1997
Sixteen children with severe reading problems in first grade received a year-long individual tutorial intervention. Growth curve analyses found significant gains on measures of orthographic and phonological coding, word identification, word attack skills, reading comprehension, letter automaticity, and spelling and marginally significant gains in…
Descriptors: Beginning Reading, Decoding (Reading), Dyslexia, Grade 1
