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Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
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Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Grantee Submission, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
Peer reviewed Peer reviewed
Direct linkDirect link
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Reading & Writing Quarterly, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
The Effectiveness of Reading Interventions for English Learners: A Research Synthesis
Peer reviewed Peer reviewed
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Richards-Tutor, Catherine; Baker, Doris L.; Gersten, Russell; Baker, Scott K.; Smith, Jeanie Mercier – Exceptional Children, 2016
This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was…
Descriptors: Intervention, Reading Instruction, Literature Reviews, Electronic Libraries
Teaching Students with Intellectual Disability to Use a Self-Questioning Strategy to Comprehend Social Studies Text for an Inclusive Setting
Peer reviewed Peer reviewed
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Wood, Leah; Browder, Diane M.; Flynn, Lindsay – Research and Practice for Persons with Severe Disabilities, 2015
Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in…
Descriptors: Social Studies, Teaching Methods, Inclusion, Moderate Intellectual Disability
The Effectiveness of Reading Interventions for English Learners: A Research Synthesis
PDF on ERIC Download full text
Richards-Tutor, Cara; Baker, Doris Luft; Russell, Gersten; Baker, Scott K.; Smith, Jeanie Marie – Online Submission, 2015
This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was…
Descriptors: Intervention, Reading Instruction, Electronic Libraries, English Language Learners