Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students

Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable te...

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Bibliographic Details
Published inThe Elementary school journal Vol. 104; no. 4
Main Authors Denton, Carolyn A, Anthony, Jason L, Parker, Richard, Hasbrouck, Jan E
Format Journal Article
LanguageEnglish
Published University of Chicago Press, Journals Division 01.03.2004
Subjects
Bilingual Students
Comparative Analysis
English (Second Language)
Measures (Individuals)
Phonics
Reading Instruction
Second Language Learning
Teaching Methods
Tutoring
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Summary:Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read Naturally, consisted of repeated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using subtests of the Woodcock Reading Mastery Tests-Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no significant effects for students in the repeated reading condition.
ISSN:0013-5984
DOI:10.1086/499754