Descriptor
| Academic Achievement | 2 |
| Grade 1 | 2 |
| Primary Education | 2 |
| Reading Instruction | 2 |
| Tutorial Programs | 2 |
| Tutoring | 2 |
| Disadvantaged Youth | 1 |
| Educational Practices | 1 |
| Elementary School Students | 1 |
| Grade 2 | 1 |
| Language Arts | 1 |
| More ▼ | |
Author
| Ross, Steven M. | 1 |
| Searls, Evelyn F. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewedRoss, Steven M.; And Others – American Educational Research Journal, 1995
Processes and outcomes associated with Reading Recovery and Success for All reading instruction programs were studied for first graders in 3 schools (n=184). Reading Recovery strongly benefited tutored students, but Success for All was more beneficial for special education students and untutored students. (SLD)
Descriptors: Academic Achievement, Disadvantaged Youth, Educational Practices, Elementary School Students
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
