How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A Meta-Analysis of the Intervention Research
A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure was conducted. Reading outcomes for 42 samples of students ( N = 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of...
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| Veröffentlicht in: | Journal of educational psychology 2000-12, Vol.92 (4), p.605-619 |
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| container_title | Journal of educational psychology |
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| creator | Elbaum, Batya Vaughn, Sharon Hughes, Marie Tejero Watson Moody, Sally |
| description | A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure was conducted. Reading outcomes for 42 samples of students (
N
= 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs. |
| doi_str_mv | 10.1037/0022-0663.92.4.605 |
| format | Article |
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N
= 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.92.4.605</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>At Risk Populations ; Biological and medical sciences ; Educational psychology ; Elementary Education ; Elementary School Students ; Failure ; Fundamental and applied biological sciences. Psychology ; Group Activities ; High Risk Students ; Human ; Individual Instruction ; Meta Analysis ; Program Effectiveness ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychopedagogics. Didactics ; Pupil and student. Academic achievement and failure ; Reading ; Reading Achievement ; Reading Difficulties ; Reading Disabilities ; Reading Education ; Reading Programs ; Systematic review ; Tutoring</subject><ispartof>Journal of educational psychology, 2000-12, Vol.92 (4), p.605-619</ispartof><rights>2000 American Psychological Association</rights><rights>2001 INIST-CNRS</rights><rights>Copyright American Psychological Association Dec 2000</rights><rights>2000, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a436t-db1fa20c39e237a5eb942bbbf400175bf056f6afd46770cce700b54bf1b0d4373</citedby><cites>FETCH-LOGICAL-a436t-db1fa20c39e237a5eb942bbbf400175bf056f6afd46770cce700b54bf1b0d4373</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27846,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ621002$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=819565$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Elbaum, Batya</creatorcontrib><creatorcontrib>Vaughn, Sharon</creatorcontrib><creatorcontrib>Hughes, Marie Tejero</creatorcontrib><creatorcontrib>Watson Moody, Sally</creatorcontrib><title>How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A Meta-Analysis of the Intervention Research</title><title>Journal of educational psychology</title><description>A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure was conducted. Reading outcomes for 42 samples of students (
N
= 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs.</description><subject>At Risk Populations</subject><subject>Biological and medical sciences</subject><subject>Educational psychology</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Failure</subject><subject>Fundamental and applied biological sciences. 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Academic achievement and failure</topic><topic>Reading</topic><topic>Reading Achievement</topic><topic>Reading Difficulties</topic><topic>Reading Disabilities</topic><topic>Reading Education</topic><topic>Reading Programs</topic><topic>Systematic review</topic><topic>Tutoring</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Elbaum, Batya</creatorcontrib><creatorcontrib>Vaughn, Sharon</creatorcontrib><creatorcontrib>Hughes, Marie Tejero</creatorcontrib><creatorcontrib>Watson Moody, Sally</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 30</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Elbaum, Batya</au><au>Vaughn, Sharon</au><au>Hughes, Marie Tejero</au><au>Watson Moody, Sally</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ621002</ericid><atitle>How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A Meta-Analysis of the Intervention Research</atitle><jtitle>Journal of educational psychology</jtitle><date>2000-12-01</date><risdate>2000</risdate><volume>92</volume><issue>4</issue><spage>605</spage><epage>619</epage><pages>605-619</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure was conducted. Reading outcomes for 42 samples of students (
N
= 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.92.4.605</doi><tpages>15</tpages></addata></record> |
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| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 2000-12, Vol.92 (4), p.605-619 |
| issn | 0022-0663 1939-2176 |
| language | eng |
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| source | APA PsycARTICLES; Periodicals Index Online |
| subjects | At Risk Populations Biological and medical sciences Educational psychology Elementary Education Elementary School Students Failure Fundamental and applied biological sciences. Psychology Group Activities High Risk Students Human Individual Instruction Meta Analysis Program Effectiveness Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Pupil and student. Academic achievement and failure Reading Reading Achievement Reading Difficulties Reading Disabilities Reading Education Reading Programs Systematic review Tutoring |
| title | How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A Meta-Analysis of the Intervention Research |
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