This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students…

Suggestions for tutoring students with reading problems include repeated reading with a model, oral reading with monitoring and feedback, error monitoring, and reading practice of difficult words. Evaluation methods include evaluating oral reading accuracy and oral reading fluency, and flashcard assessment. Suggestions are also offered for…

Peabody Classwide Peer Tutoring is presented as an innovative, research-based instructional alternative that gives teachers greater flexibility to accommodate diversity while increasing students' opportunity to engage actively in meaningful, strategy-based reading practice. During 35-minute tutoring sessions, students participate in partner…

The success of the Paired Reading (PR) technique is examined, and a study involving 43 pairs of Hong Kong students (ages 10-11) in a PR project is reported. It is concluded that the projects' success may not lie in the technique itself but in improving tutees' motivation, confidence, and self-esteem as readers. (JDD)

This study evaluated the adaptation of individual reading tutorial methods to small-group instruction with 24 low-achieving readers in Grades 2 and 3. Students were instructed in phonemic awareness, phonetic decoding, high-frequency sight words, application of word identification strategies, and rereading of familiar text. Results support use of…

In this cross-age tutoring project, severely learning-disabled high school students tutored primary students who were having difficulty with reading. Tutors were trained in good teacher behaviors (giving positive and corrective feedback, avoiding overprompting) and in the use of established techniques for teaching reading. (JDD)

Computers can be used to teach reading to reading-disabled students in three modes: the tutor mode, tool mode, and tutee mode. The computer's ability to improve motivation and to provide versatility is examined. A vignette is presented of computer use in the instructional program of a reading-disabled nine-year-old. (Author/JDD)

Twenty children (grades 4 through 7) with reading disabilities participated in 16 one-hour individual tutorials over a one-month period with instruction for half the group including structural analysis and alphabet principle training without structural analysis. Children in both groups improved reliably and equally in reading and related measures.…

This article describes Marie Clay's Reading Recovery program which provides one-half hour daily of individual instruction in reading to a school's lowest achievers. Data demonstrating the program's effectiveness and student skill maintenance are summarized. The approach is seen to be especially suitable for mainstreamed children with special…

Explores the applicability of "scaffolding" (adults providing support for children in tasks they cannot learn on their own) in the Reading Recovery program. Reading Recovery is an intervention program consisting of daily half-hour lessons taught by a teacher trained to diagnose and respond to reading disabilities. (MJP)

The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or…