Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

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 r...

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Veröffentlicht in:	Grantee Submission 2018-03, Vol.34 (2), p.117-131
Hauptverfasser:	Lindo, Endia J., Weiser, Beverly, Cheatham, Jennifer P., Allor, Jill H.
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Gains After School Education After School Programs Control Groups Early Childhood Education Elementary School Students Emergent Literacy Experimental Groups Faculty Development Fidelity Intervention Language Proficiency Language Tests Literacy Literacy programs Observation Randomized Controlled Trials Reading Difficulties Reading Fluency Reading Habits Reading Tests Service Learning Statistical Analysis Student Motivation Supplementary Reading Materials Teaching Experience Tutoring
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