Describes a volunteer program that uses retired people to work in their neighborhood schools. Volunteers receive training and provide an invaluable resource for students and teachers. (MD)

Describes a study that found that marketing and distributive education teachers must provide special assistance for disadvantaged students to improve their math and English skills. If tutoring is not possible, basic review should be incorporated into the daily classroom routine. (JOW)

Reports a study of the variables that contribute to adult beginning readers' retention in literacy programs. (JOW)

Given the potential value of reliability generalization (RG) studies in the development of cumulative psychometric knowledge, the purpose of this paper is to provide a tutorial on how to conduct such studies and to serve as a guide for researchers wishing to use this methodology. After some brief comments on classical test theory, the paper…

This updated and expanded resource on the mathematics and reading tutoring programs list of national service and Federal Work-Study tutoring programs includes publications, videos, and Web sites that have been developed by the Corporation for National Service or the U.S. Department of Education and their partners in support of work in literacy,…

The America Reads Challenge, created in 1997, is a nationwide effort to expand the use of volunteers to help ensure that all children can read "well and independently by the end of third grade." State involvement in the America Reads Challenge has been primarily through the Federal Work Study (FWS) program for college students. The…

This study assesses the effects that tutoring has on the reading abilities of the tutors themselves. No positive effects were found. (RP)

The following questions were investigated: (1) Do student tutors with empathy training respond more empathically in a tutoring session? and (2) Do pupils perceive tutors who have received empathy training to be more empathic? (NQ)

A small sample of volunteer graduate students were randomly assigned to two treatment groups and a control group, to increase their ability to work effectively with specially admitted black students. Results are positive but should be viewed with caution. Need for further study is indicated. (CJ)

Six mildly mentally retarded children (8-13 years old) were taught to solve simple written problems involving addition, subtraction, multiplication, and division. The instructional procedure involved nonhandicapped third and fourth grade tutors teaching structured solution strategies that transferred numerals into spatial arrangements. (Author/CL)

Discusses instructing writing tutors, and tutorial classroom technqiues. Contains a list of different kinds of tutorial sessions to serve as a model for tutors. (HTH)

To compare the effects of three tutorial reading programs, 53 elementary-aged disabled readers were assigned to hypothesis/test (H/T) instruction, oral reading (OR) practice, or word recognition (WR) training--or to a small-group H/T control. (Author)

Discusses factors that affect student scores on standardized tests and the cost-effectiveness of coaching. (WD)