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Direct linkKraft, Matthew A. – Education Finance and Policy, 2015
Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The…
Descriptors: Tutorial Programs, Integrated Activities, Individualized Instruction, High School Students
Peer reviewedHarmes, John M. – Annals of Dyslexia, 1986
Subjects (N=224) were elementary, middle, and high school special education students receiving the Gillingham tutorial program services in reading and language arts for one school year. In general, progress was made at more than one-half the expectancy for the nonspecial education student. Spelling showed the least improvement. (Author/DB)
Descriptors: Disabilities, Elementary Secondary Education, Language Arts, Program Effectiveness
Peer reviewedHarp, Bill – Reading Teacher, 1988
Cites personal experience and research which supports peer group work in spelling, noting this method provides an opportunity to create linkages between reading, writing, and spelling instruction. Suggests strategies for implementing an individualized spelling program. (NH)
Descriptors: Elementary Education, Individual Needs, Language Acquisition, Language Arts
"We're Supposed To Already Know How To Teach Reading": Teacher Change To Support Struggling Readers.
Peer reviewedBroaddus, Karen; Bloodgood, Janet W. – Reading Research Quarterly, 1999
Explores the evolving perspectives of six school members who served as tutors (three first-grade teachers, two Title I teachers, and the school principal) on professional development, classroom language arts instruction, and school-wide literacy curriculum. Describes how the program shifted to teacher development and curriculum reform as school…
Descriptors: Curriculum Development, Grade 1, Instructional Effectiveness, Language Arts
Peer reviewedLeahy, Ellen K. – English Journal, 1984
Describes new sources in word processing, proofreading, and text editing that can be used in hands-on computer sessions, analyzing writing samples for and with students. (MM)
Descriptors: Bibliographies, Computer Programs, Elementary Secondary Education, Higher Education
Peer reviewedSearls, Evelyn F.; And Others – Reading Psychology, 1982
Reports that at the first grade level, parental tutoring appeared to produce significant increases in student reading, language arts, and math achievement, while at the second grade level there were no significant differences on posttest measures between groups receiving tutoring from their parents and those not. (FL)
Descriptors: Academic Achievement, Grade 1, Grade 2, Language Arts
Peer reviewedGautrey, Frances – Reading, 1990
Studies the effects of cross-age tutoring on academic and social development. Finds that class teachers, students, and schools consider the projects to be successful and enjoyable, and that they wish to continue with the projects in the future. (MG)
Descriptors: Class Activities, Cross Age Teaching, Educational Research, Experimental Programs
