When the world abruptly halted in the midst of the COVID-19 crisis, stakeholders of K-12 education sought ways to directly serve teachers, parents, and children socially, emotionally, and academically "at a distance." Elementary preservice teachers (PSTs) immediately experienced the direct and indirect impacts of the crisis as they were…

Socially disadvantaged children who were tutored on a one-to-one basis twice a week did not show any significant achievement gain over nontutored children, although data from tutors, parents, children, and teachers indicate that the tutoring should have had an impact. (CJ)

Title I reading and math outcomes for the school years 1980-81 and 1981-82 in the District of Columbia's public schools (grades 1, 2, 3 and 7) are the subject of this report. In both school years, achievement gains in reading exceeded program objectives for grades 3 and 7 but not for grade 2 (grade 1 scores were not used due to a technical…

The study investigated three models--the traditional classroom reading instructional model, a one to one tutorial model, and a reading resource center model--for providing reading instruction to 110 disadvantaged inner city children in junior high school educable mentally retarded (EMR) classes. The effectiveness of programmed instructional…

The America Reads challenge makes a national commitment to the goal that every child will read independently and well by the end of the third grade. The primary means of achieving this goal is to place one million volunteers in schools to tutor children in reading. However, little is known about the effectiveness of using volunteer tutors in the…

This document comprises the first volume of a three-volume study, mandated by the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988, on domestic and foreign tutoring programs for disadvantaged elementary and secondary students that involve college students. This volume summarizes the results of…

Socially disadvantaged Israeli children in grades three or six were paired with university student tutors. Mathematics and reading achievement were measured after one year of tutoring, two years of tutoring, or no intervention. One year of tutoring yielded some gains; however, a second year did not increment them. (Author/GDC)

THIS DOCUMENT EXAMINES 3 METHODS OF PRESCHOOL INTERVENTION, (1) HOME TUTORING SERVICES, (2) HOME TRAINING OF THE INFANT BY THE MOTHER, AND (3) CLASSROOM (NURSERY SCHOOL) INTERVENTION. THE RESULTS OF PROVIDING 1 YEAR OF TUTORING IN THE HOME OF DISADVANTAGED CHILDREN WAS ENCOURAGING. THE TUTORED AND NONTUTORED CHILDREN WERE COMPARABLE ON THE CATTELL…

Results from a longitudinal study of the implementation of the Reading Recovery (RR) program in the Wake County Public School System (North Carolina) for 1990 through 1994 show achievement gains for RR students, although these gains lessen in recent years. Reasons for inconsistent benefits after the first year are discussed. (SLD)

A study investigated the impact that a structured peer tutoring program had on improving the mathematics and reading achievement scores of academically disadvantaged, handicapped, and limited English proficient students enrolled in vocational classes, and on the mathematics and reading achievement scores of their tutors. It also assessed 10…

The three major components of the HCSP, Academic Course Work, Academic Tutorial, and Clinical Tutorial, are discussed in detail, as well as budgeting considerations, program effectiveness, and recommendations for the future. See also TM 000 760 and TM 000 761. (AG)

This study is an evaluation of a summer tutorial program designed to encourage inner city secondary school students to complete high school in a manner such that their chances of entering college would be maximized. The subjects in the tutorial group were forty 16 year-old boys. The control group comprised 28 high school boys closely resembling…

The Structured Tutoring Program evaluated in this report is a major break through as far as maximizing human resources in a school setting to assist the below average student is concerned. Approximately 800 Fifth and Sixth Grade students are trained as tutors and spend not more than fifteen minutes per day with 1,238 Second and Third Grade…