Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting
In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2015-06-01
|
| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/81/79 |
| _version_ | 1828018851788357632 |
|---|---|
| author | Kouider Mokhtari Joanna L Neel Forrest Kaiser Hong Hai Le |
| author_facet | Kouider Mokhtari Joanna L Neel Forrest Kaiser Hong Hai Le |
| author_sort | Kouider Mokhtari |
| collection | DOAJ |
| description | In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read significantly more proficiently than did non-tutored students in a matched group of first grade peers in the same school. These results are encouraging in light of literacy research documenting the impact of one-on-one tutoring by qualified tutors of at-risk early grade readers. We used lessons learned from this pilot study to help inform and direct the necessary revisions and refinements of future reading interventions with the goal of building the school’s capacity to support the literacy development of at-risk readers so that they can catch up with their typically developing peers. |
| first_indexed | 2024-04-10T11:08:47Z |
| format | Article |
| id | doaj.art-4b9f191ea0d640d0ae32b508bd590eb3 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T11:08:47Z |
| publishDate | 2015-06-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-4b9f191ea0d640d0ae32b508bd590eb32023-02-15T16:19:16ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982015-06-0173281300Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school settingKouider Mokhtari0Joanna L Neel1Forrest Kaiser2Hong Hai Le3The University of Texas at TylerThe University of Texas at TylerThe University of Texas at TylerThe University of Texas at TylerIn this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read significantly more proficiently than did non-tutored students in a matched group of first grade peers in the same school. These results are encouraging in light of literacy research documenting the impact of one-on-one tutoring by qualified tutors of at-risk early grade readers. We used lessons learned from this pilot study to help inform and direct the necessary revisions and refinements of future reading interventions with the goal of building the school’s capacity to support the literacy development of at-risk readers so that they can catch up with their typically developing peers.https://iejee.com/index.php/IEJEE/article/view/81/79Response to interventionearly literacy instructionone-on-one tutoringat-risk readers |
| spellingShingle | Kouider Mokhtari Joanna L Neel Forrest Kaiser Hong Hai Le Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting International Electronic Journal of Elementary Education Response to intervention early literacy instruction one-on-one tutoring at-risk readers |
| title | Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting |
| title_full | Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting |
| title_fullStr | Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting |
| title_full_unstemmed | Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting |
| title_short | Assessing the promise of a supplemental reading intervention for at-risk first grade students in a public school setting |
| title_sort | assessing the promise of a supplemental reading intervention for at risk first grade students in a public school setting |
| topic | Response to intervention early literacy instruction one-on-one tutoring at-risk readers |
| url | https://iejee.com/index.php/IEJEE/article/view/81/79 |
| work_keys_str_mv | AT kouidermokhtari assessingthepromiseofasupplementalreadinginterventionforatriskfirstgradestudentsinapublicschoolsetting AT joannalneel assessingthepromiseofasupplementalreadinginterventionforatriskfirstgradestudentsinapublicschoolsetting AT forrestkaiser assessingthepromiseofasupplementalreadinginterventionforatriskfirstgradestudentsinapublicschoolsetting AT honghaile assessingthepromiseofasupplementalreadinginterventionforatriskfirstgradestudentsinapublicschoolsetting |