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Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children
Direct linkBarnes, Marcia A.; Klein, Alice; Swank, Paul; Starkey, Prentice; McCandliss, Bruce; Flynn, Kylie; Zucker, Tricia; Huang, Chun-Wei; Fall, Anna-Mária; Roberts, Greg – Journal of Research on Educational Effectiveness, 2016
Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, children who met screening criteria were assigned to a Math + Attention condition in which the Pre-Kindergarten…
Descriptors: Low Achievement, Low Income Students, Mathematics Achievement, Tutors
Peer reviewedBaker, Scott; Gersten, Russell; Keating, Thomas – Reading Research Quarterly, 2000
Describes "Start Making a Reader Today" (SMART), a volunteer tutoring program that helps K-2 students at risk of reading difficulties. Finds that the program improved students' word reading, reading fluency, and word comprehension, though level of performance at end of second grade was still much lower than that of average-achieving…
Descriptors: High Risk Students, Longitudinal Studies, Primary Education, Program Descriptions
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
