When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training
The purpose of the current study was to evaluate the effects on reading achievement of a low-cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of Oregon. Eighty-four beginning first grade students at risk of reading difficulties were randomly ass...
Saved in:
| Published in | Reading research quarterly Vol. 35; no. 4; pp. 494 - 519 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.10.2000
International Reading Association |
| Subjects | |
| Online Access | Get full text |
Cover
Loading…
| Abstract | The purpose of the current study was to evaluate the effects on reading achievement of a low-cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of Oregon. Eighty-four beginning first grade students at risk of reading difficulties were randomly assigned to experimental and comparison groups. Adult volunteers tutored students in the experimental group in 30-minute sessions two times per week in first and second grade. At the end of grades 1 and 2, students were administered a number of standardized reading measures, including measures of individual word reading, reading comprehension, word comprehension, and reading fluency. Analyses revealed that students in the experimental group made greater growth on a word identification measure than students in the comparison condition; they also made more growth than a group of average-achieving students who were from the same classrooms at the students in the experimental and comparison groups. Students in the experimental group also scored higher than students in the comparison condition on measures of reading fluency and word comprehension at the end of second grade. Differences were not statistically significant on passage comprehension. Findings are discussed in the context of the reading achievement effects that other adult volunteer reading programs have attained. We suggest that in establishing adult volunteer reading programs it is important to consider how to balance the intensity of training reading volunteers to achieve measurable impact on reading achievement with real world realities of the volunteer tutoring experience and goals for the extensiveness of implementation. /// [Spanish] El propósito del presente estudio fue evaluar los efectos de un programa de tutorías, de bajo costo y muy difundido que se ha expandido rápidamente en el estado de Oregon, sobre los progresos en lectura. Ochenta y cuatro estudiantes de primer grado considerados en riesgo de fracaso en lectura fueron asignados al azar a grupos experimental y de control. Los voluntarios adultos realizaron tutorías con los estudiantes del grupo experimental en sesiones de 30 minutos, dos veces por semana en primero y segundo grado. Al final de primero y segundo grado se administró a los estudiantes un conjunto de medidas estandarizadas de lectura, que incluían lectura de palabras individuales, comprensión lectora, comprensión de palabras y fluidez en lectura. Los análisis revelaron que los estudiantes del grupo experimental progresaron más que los estudiantes del grupo de control en una medida de identificación de palabras; asimismo progresaron más que un grupo de estudiantes promedio provenientes de las mismas aulas que los estudiantes de los grupos experimental y de control. Los estudiantes del grupo experimental también se desempeñaron mejor que los del grupo de control en medidas de fluidez en lectura y comprensión de palabras al final del segundo grado. En comprensión de textos las diferencias no fueron estadísticamente significativas. Los hallazgos se discuten en el contexto de los efectos en el progreso en lectura obtenidos por otros programas de tutores voluntarios adultos. Sugerimos que al establecer programas de tutorías con voluntarios adultos es importante considerar la forma de equilibrar la intensidad del entrenamiento de los voluntarios para obtener un impacto mensurable en el progreso en lectura con la realidad concreta de la experiencia de las tutorías voluntarias y objetivos para hacer extensiva la implementación. /// [German] Der Sinn der laufenden Studie bestand in der Bewertung der Auswirkungen auf die Leseleistungsverbesserungen aufgrund eines kostensparenden, von freiwilligen Helfern weitläufig angewandten Leseprogrammes, das in schneller Folge überall im US-Staat Oregon verbreitet wurde. Vierundachtzig Schüleranfänger der ersten Klasse mit Risiken von Leseschwierigkeiten wurden wahllos den Experimentier- und Vergleichsgruppen zugeteilt. Erwachsene als freiwillige Helfer gaben den Schülern in der Experimentiergruppe jeweils für 30 Minuten zweimal die Woche Nachhilfeunterricht in den ersten und zweiten Klassen. Am Ende der 1. und 2. Klasse wurde den Schülern eine Anzahl standardisierter Lesebewertungsmaßnahmen auferlegt, einschließlich der Bemessung individueller Lesefertigkeiten von Worten, dem Leseverständnis, dem Wortverständnis, und der flüssigen Lesebeherrschung. Analysen ergaben, daß Schüler in der Experimentiergruppe größere Fortschritte bei der Bemessung der Worterkennung machten als Schüler unter Vergleichskonditionen; auch machten sie mehr Fortschritte als eine Gruppe von Durchschnittsschülern, die aus dem gleichen Klassenraum kamen wie Schüler in den Experimentier- und Vergleichsgruppen. Die Schüler der Experimentiergruppe erzielten auch höhere Noten als Schüler unter den Vergleichsbedingungen bei der Bemessung der Leseflüssigkeit und dem Wortverständnis am Ende der zweiten Klasse. Im Verständnis von Passagen bzw. Absätzen waren solche Differenzen statistisch nicht signifikant. Die Ergebnisse werden im Zusammenhang von Leseleistungseffekten diskutiert, die andere freiwillige Erwachsenenhelfer mit ihren Leseprogrammen erzielt haben. Wir schlagen vor, daß bei der Schaffung von freiwilligen Lesenachhilfeprogrammen durch Erwachsene es wichtig ist zu berücksichtigen, wie die Intensität der Leseschulung freiwilliger Helfer ausgewogen gestaltet wird, um einen meßbaren Einfluß auf die Leseleistung unter wirklichkeitsnahen Bedingungen an Erfahrungen und Zielen von freiwilligen Helfern zur weitgehendsten Verbreitung zu erreichen. /// [French] Cette étude avait pour but d'évaluer les effets sur la réussite en lecture d'un programme de lecture de bénévoles peu coûteux et très répandu qui s'est répandu rapidement dans l'État de l'Orégon. On a réparti au hasard dans des groupes expérimental et contrôle 84 enfants commençant leur première année qui présentaient un risque de difficultés en lecture. Dans le groupe expérimental, des bénévoles ont été tuteurs des élèves pendant des sessions de 30 minutes, deux fois par semaine en première et deuxième année. À la fin de la première et de la deuxième année, on a administré aux élèves plusieurs tests standardisés, comportant des mesures de lecture de mots isolés, de compréhension de lecture, de compréhension de mots, et de lecture courante. Les analyses ont montré que les élèves du groupe expérimental ont mieux réussi que ceux du groupe témoin dans l'identification de mots; ils ont aussi mieux réussi que le groupe témoin en lecture courante et compréhension de mots en fin de seconde année. Les différences en compréhension d'un passage n'ont pas été significatives. On discute ces résultats dans le contexte des effets sur la réussite en lecture qu'atteignent les autres programmes de volontariat des adultes. On suggère que que pour mettre sur pied des programmes de lecture de bénévoles il est important de trouver l'équilibre entre l'intensité de la formation des bénévoles permettant d'avoir un impact mesurable sur la réussite en lecture et les réalités dans le monde réel de l'expérience des tuteurs bénévoles ainsi que les objectifs d'extension de l'implantation. |
|---|---|
| AbstractList | ABSTRACTS
The purpose of the current study was to evaluate the effects on reading achievement of a low‐cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of Oregon. Eighty‐four beginning first grade students at risk of reading difficulties were randomly assigned to experimental and comparison groups. Adult volunteers tutored students in the experimental group in 30‐minute sessions two times per week in first and second grade. At the end of grades 1 and 2, students were administered a number of standardized reading measures, including measures of individual word reading, reading comprehension, word comprehension, and reading fluency. Analyses revealed that students in the experimental group made greater growth on a word identification measure than students in the comparison condition; they also made more growth than a group of average‐achieving students who were from the same classrooms as the students in the experimental and comparison groups. Students in the experimental group also scored higher than students in the comparison condition on measures of reading fluency and word comprehension at the end of second grade. Differences were not statistically significant on passage comprehension. Findings are discussed in the context of the reading achievement effects that other adult volunteer reading programs have attained. We suggest that in establishing adult volunteer reading programs it is important to consider how to balance the intensity of training reading volunteers to achieve measurable impact on reading achievement with real world realities of the volunteer tutoring experience and goals for the extensiveness of implementation. [Note: This article is reprinted in Reading Education Policy, www.reading.orgpublicationsbbvbooksbk568.]
El propósito del presente estudio fue evaluar los efectos de un programa de tutorías, de bajo costo y muy difundido que se ha expandido rápidamente en el estado de Oregon, sobre los progresos en lectura. Ochenta y cuatro estudiantes de primer grado considerados en riesgo de fracaso en lectura fueron asignados al azar a grupos experimental y de control. Los voluntarios adultos realizaron tutorías con los estudiantes del grupo experimental en sesiones de 30 minutos, dos veces por semana en primero y segundo grado. Al final de primero y segundo grado se administró a los estudiantes un conjunto de medidas estandarizadas de lectura, que incluían lectura de palabras individuales, comprensión lectora, comprensión de palabras y fluidez en lectura. Los análisis revelaron que los estudiantes del grupo experimental progresaron más que los estudiantes del grupo de control en una medida de identificación de palabras; asimismo progresaron más que un grupo de estudiantes promedio provenientes de las mismas aulas que los estudiantes de los grupos experimental y de control. Los estudiantes del grupo experimental también se desempeñaron mejor que los del grupo de control en medidas de fluidez en lectura y comprensión de palabras al final del segundo grado. En comprensión de textos las diferencias no fueron estadísticamente significativas. Los hallazgos se discuten en el contexto de los efectos en el progreso en lectura obtenidos por otros programas de tutores voluntarios adultos. Sugerimos que al establecer programas de tutorías con voluntarios adultos es importante considerar la forma de equilibrar la intensidad del entrenamiento de los voluntarios para obtener un impacto mensurable en el progreso en lectura con la realidad concreta de la experiencia de las tutorías voluntarias y objetivos para hacer extensiva la implementación.
Der Sinn der laufenden Studie bestand in der Bewertung der Auswirkungen auf die Leseleistungsverbesserungen aufgrund eines kostensparenden, von freiwilligen Helfern weitläufig angewandten Leseprogrammes, das in schneller Folge überall im US‐Staat Oregon verbreitet wurde. Vierundachtzig Schüleranfänger der ersten Klasse mit Risiken von Leseschwierigkeiten wurden wahllos den Experimentier‐ und Vergleichsgruppen zugeteilt. Erwachsene als freiwillige Helfer gaben den Schülern in der Experimentiergruppe jeweils für 30 Minuten zweimal die Woche Nachhilfeunterricht in den ersten und zweiten Klassen. Am Ende der 1. und 2. Klasse wurde den Schülern eine Anzahl standardisierter Lesebewertungsmaßnahmen auferlegt, einschließlich der Bemessung individueller Lesefertigkeiten von Worten, dem Leseverständnis, dem Wortverständnis, und der flüssigen Lesebeherrschung. Analysen ergaben, daß Schüler in der Experimentiergruppe größere Fortschritte bei der Bemessung der Worterkennung machten als Schüler unter Vergleichskonditionen; auch machten sie mehr Fortschritte als eine Gruppe von Durchschnittsschülern, die aus dem gleichen Klassenraum kamen wie Schüler in den Experimentier‐und Vergleichsgruppen. Die Schüler der Experimentiergruppe erzielten auch höhere Noten als Schüler unter den Vergleichsbedingungen bei der Bemessung der Leseflüssigkeit und dem Wortverständnis am Ende der zweiten Klasse. Im Verständnis von Passagen bzw. Absätzen waren solche Differenzen statistisch nicht signifikant. Die Ergebnisse werden im Zusammenhang von Leseleistungseffekten diskutiert, die andere freiwillige Erwachsenenhelfer mit ihren Leseprogrammen erzielt haben. Wir schlagen vor, daß bei der Schaffung von freiwilligen Lesenachhilfeprogrammen durch Erwachsene es wichtig ist zu berücksichtigen, wie die Intensität der Leseschulung freiwilliger Helfer ausgewogen gestaltet wird, um einen meßbaren Einfluß auf die Leseleistung unter wirklichkeitsnahen Bedingungen an Erfahrungen und Zielen von freiwilligen Helfern zur weitgehendsten Verbreitung zu erreichen.
Cette étude avait pour but d'évaluer les effets sur la réussite en lecture d'un programme de lecture de bénévoles peu coûteux et très répandu qui s'est répandu rapidement dans l'État de l'Orégon. On a réparti au hasard dans des groupes expérimental et contrôle 84 enfants commençant leur première année qui présentaient un risque de difficultés en lecture. Dans le groupe expérimental, des bénévoles ont été tuteurs des élèves pendant des sessions de 30 minutes, deux fois par semaine en première et deuxième année. À la fin de la première et de la deuxième année, on a administré aux élèves plusieurs tests standardisés, comportant des mesures de lecture de mots isolés, de compréhension de lecture, de compréhension de mots, et de lecture courante. Les analyses ont montré que les élèves du groupe expérimental ont mieux réussi que ceux du groupe témoin dans l'identification de mots; ils ont aussi mieux réussi que le groupe témoin en lecture courante et compréhension de mots en fin de seconde année. Les différences en compréhension d'un passage n'ont pas été significatives. On discute ces résultats dans le contexte des effets sur la réussite en lecture qu'atteignent les autres programmes de volontariat des adultes. On suggère que que pour mettre sur pied des programmes de lecture de bénévoles il est important de trouver l'équilibre entre l'intensité de la formation des bénévoles permettant d'avoir un impact mesurable sur la réussite en lecture et les réalités dans le monde réel de l'expérience des tuteurs bénévoles ainsi que les objectifs d'extension de l'implantation. Describes "Start Making a Reader Today" (SMART), a volunteer tutoring program that helps K-2 students at risk of reading difficulties. Finds that the program improved students' word reading, reading fluency, and word comprehension, though level of performance at end of second grade was still much lower than that of average-achieving students. Discusses issues regarding volunteer training and involvement. (SR) Table 2 summarizes the schedule for administration of measures at different phases of the study. Because students' reading abilities change extensively during the course of first and second grade, only one measure (the Word Identification subtest of the Woodcock Reading Mastery Test-Revised) was administered at all three assessment periods. According to the examiner's manual, the correlation between the Word Identification subtest and the Woodcock-johnson Total Reading score is .82 for first-grade students. Inspection of the z test statistics associated with the individual quadratic growth factor parameters revealed that all 5 were highly statistically significant, the minimum z being -3.31. [...]growth in word reading was best described by a curvilinear model (i.e., a combination of linear and quadratic trends), indicating that growth for all 3 samples was greatest in Grade 1 and tapered off in Grade 2. [...]analysis needs to be conducted to determine impact, but it appears the effect of SMART is greater than the effect achieved in this program. Because the preliminary report on the effect of the Intergenerational Tutoring Program does not present data on the comparison group, calculating an effect size was not possible. The purpose of the current study was to evaluate the effects on reading achievement of a low‐cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of Oregon. Eighty‐four beginning first grade students at risk of reading difficulties were randomly assigned to experimental and comparison groups. Adult volunteers tutored students in the experimental group in 30‐minute sessions two times per week in first and second grade. At the end of grades 1 and 2, students were administered a number of standardized reading measures, including measures of individual word reading, reading comprehension, word comprehension, and reading fluency. Analyses revealed that students in the experimental group made greater growth on a word identification measure than students in the comparison condition; they also made more growth than a group of average‐achieving students who were from the same classrooms as the students in the experimental and comparison groups. Students in the experimental group also scored higher than students in the comparison condition on measures of reading fluency and word comprehension at the end of second grade. Differences were not statistically significant on passage comprehension. Findings are discussed in the context of the reading achievement effects that other adult volunteer reading programs have attained. We suggest that in establishing adult volunteer reading programs it is important to consider how to balance the intensity of training reading volunteers to achieve measurable impact on reading achievement with real world realities of the volunteer tutoring experience and goals for the extensiveness of implementation. [Note: This article is reprinted in Reading Education Policy , www.reading.orgpublicationsbbvbooksbk568 .] El propósito del presente estudio fue evaluar los efectos de un programa de tutorías, de bajo costo y muy difundido que se ha expandido rápidamente en el estado de Oregon, sobre los progresos en lectura. Ochenta y cuatro estudiantes de primer grado considerados en riesgo de fracaso en lectura fueron asignados al azar a grupos experimental y de control. Los voluntarios adultos realizaron tutorías con los estudiantes del grupo experimental en sesiones de 30 minutos, dos veces por semana en primero y segundo grado. Al final de primero y segundo grado se administró a los estudiantes un conjunto de medidas estandarizadas de lectura, que incluían lectura de palabras individuales, comprensión lectora, comprensión de palabras y fluidez en lectura. Los análisis revelaron que los estudiantes del grupo experimental progresaron más que los estudiantes del grupo de control en una medida de identificación de palabras; asimismo progresaron más que un grupo de estudiantes promedio provenientes de las mismas aulas que los estudiantes de los grupos experimental y de control. Los estudiantes del grupo experimental también se desempeñaron mejor que los del grupo de control en medidas de fluidez en lectura y comprensión de palabras al final del segundo grado. En comprensión de textos las diferencias no fueron estadísticamente significativas. Los hallazgos se discuten en el contexto de los efectos en el progreso en lectura obtenidos por otros programas de tutores voluntarios adultos. Sugerimos que al establecer programas de tutorías con voluntarios adultos es importante considerar la forma de equilibrar la intensidad del entrenamiento de los voluntarios para obtener un impacto mensurable en el progreso en lectura con la realidad concreta de la experiencia de las tutorías voluntarias y objetivos para hacer extensiva la implementación. Der Sinn der laufenden Studie bestand in der Bewertung der Auswirkungen auf die Leseleistungsverbesserungen aufgrund eines kostensparenden, von freiwilligen Helfern weitläufig angewandten Leseprogrammes, das in schneller Folge überall im US‐Staat Oregon verbreitet wurde. Vierundachtzig Schüleranfänger der ersten Klasse mit Risiken von Leseschwierigkeiten wurden wahllos den Experimentier‐ und Vergleichsgruppen zugeteilt. Erwachsene als freiwillige Helfer gaben den Schülern in der Experimentiergruppe jeweils für 30 Minuten zweimal die Woche Nachhilfeunterricht in den ersten und zweiten Klassen. Am Ende der 1. und 2. Klasse wurde den Schülern eine Anzahl standardisierter Lesebewertungsmaßnahmen auferlegt, einschließlich der Bemessung individueller Lesefertigkeiten von Worten, dem Leseverständnis, dem Wortverständnis, und der flüssigen Lesebeherrschung. Analysen ergaben, daß Schüler in der Experimentiergruppe größere Fortschritte bei der Bemessung der Worterkennung machten als Schüler unter Vergleichskonditionen; auch machten sie mehr Fortschritte als eine Gruppe von Durchschnittsschülern, die aus dem gleichen Klassenraum kamen wie Schüler in den Experimentier‐und Vergleichsgruppen. Die Schüler der Experimentiergruppe erzielten auch höhere Noten als Schüler unter den Vergleichsbedingungen bei der Bemessung der Leseflüssigkeit und dem Wortverständnis am Ende der zweiten Klasse. Im Verständnis von Passagen bzw. Absätzen waren solche Differenzen statistisch nicht signifikant. Die Ergebnisse werden im Zusammenhang von Leseleistungseffekten diskutiert, die andere freiwillige Erwachsenenhelfer mit ihren Leseprogrammen erzielt haben. Wir schlagen vor, daß bei der Schaffung von freiwilligen Lesenachhilfeprogrammen durch Erwachsene es wichtig ist zu berücksichtigen, wie die Intensität der Leseschulung freiwilliger Helfer ausgewogen gestaltet wird, um einen meßbaren Einfluß auf die Leseleistung unter wirklichkeitsnahen Bedingungen an Erfahrungen und Zielen von freiwilligen Helfern zur weitgehendsten Verbreitung zu erreichen. Cette étude avait pour but d'évaluer les effets sur la réussite en lecture d'un programme de lecture de bénévoles peu coûteux et très répandu qui s'est répandu rapidement dans l'État de l'Orégon. On a réparti au hasard dans des groupes expérimental et contrôle 84 enfants commençant leur première année qui présentaient un risque de difficultés en lecture. Dans le groupe expérimental, des bénévoles ont été tuteurs des élèves pendant des sessions de 30 minutes, deux fois par semaine en première et deuxième année. À la fin de la première et de la deuxième année, on a administré aux élèves plusieurs tests standardisés, comportant des mesures de lecture de mots isolés, de compréhension de lecture, de compréhension de mots, et de lecture courante. Les analyses ont montré que les élèves du groupe expérimental ont mieux réussi que ceux du groupe témoin dans l'identification de mots; ils ont aussi mieux réussi que le groupe témoin en lecture courante et compréhension de mots en fin de seconde année. Les différences en compréhension d'un passage n'ont pas été significatives. On discute ces résultats dans le contexte des effets sur la réussite en lecture qu'atteignent les autres programmes de volontariat des adultes. On suggère que que pour mettre sur pied des programmes de lecture de bénévoles il est important de trouver l'équilibre entre l'intensité de la formation des bénévoles permettant d'avoir un impact mesurable sur la réussite en lecture et les réalités dans le monde réel de l'expérience des tuteurs bénévoles ainsi que les objectifs d'extension de l'implantation. The purpose of the current study was to evaluate the effects on reading achievement of a low-cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of Oregon. Eighty-four beginning first grade students at risk of reading difficulties were randomly assigned to experimental and comparison groups. Adult volunteers tutored students in the experimental group in 30-minute sessions two times per week in first and second grade. At the end of grades 1 and 2, students were administered a number of standardized reading measures, including measures of individual word reading, reading comprehension, word comprehension, and reading fluency. Analyses revealed that students in the experimental group made greater growth on a word identification measure than students in the comparison condition; they also made more growth than a group of average-achieving students who were from the same classrooms at the students in the experimental and comparison groups. Students in the experimental group also scored higher than students in the comparison condition on measures of reading fluency and word comprehension at the end of second grade. Differences were not statistically significant on passage comprehension. Findings are discussed in the context of the reading achievement effects that other adult volunteer reading programs have attained. We suggest that in establishing adult volunteer reading programs it is important to consider how to balance the intensity of training reading volunteers to achieve measurable impact on reading achievement with real world realities of the volunteer tutoring experience and goals for the extensiveness of implementation. /// [Spanish] El propósito del presente estudio fue evaluar los efectos de un programa de tutorías, de bajo costo y muy difundido que se ha expandido rápidamente en el estado de Oregon, sobre los progresos en lectura. Ochenta y cuatro estudiantes de primer grado considerados en riesgo de fracaso en lectura fueron asignados al azar a grupos experimental y de control. Los voluntarios adultos realizaron tutorías con los estudiantes del grupo experimental en sesiones de 30 minutos, dos veces por semana en primero y segundo grado. Al final de primero y segundo grado se administró a los estudiantes un conjunto de medidas estandarizadas de lectura, que incluían lectura de palabras individuales, comprensión lectora, comprensión de palabras y fluidez en lectura. Los análisis revelaron que los estudiantes del grupo experimental progresaron más que los estudiantes del grupo de control en una medida de identificación de palabras; asimismo progresaron más que un grupo de estudiantes promedio provenientes de las mismas aulas que los estudiantes de los grupos experimental y de control. Los estudiantes del grupo experimental también se desempeñaron mejor que los del grupo de control en medidas de fluidez en lectura y comprensión de palabras al final del segundo grado. En comprensión de textos las diferencias no fueron estadísticamente significativas. Los hallazgos se discuten en el contexto de los efectos en el progreso en lectura obtenidos por otros programas de tutores voluntarios adultos. Sugerimos que al establecer programas de tutorías con voluntarios adultos es importante considerar la forma de equilibrar la intensidad del entrenamiento de los voluntarios para obtener un impacto mensurable en el progreso en lectura con la realidad concreta de la experiencia de las tutorías voluntarias y objetivos para hacer extensiva la implementación. /// [German] Der Sinn der laufenden Studie bestand in der Bewertung der Auswirkungen auf die Leseleistungsverbesserungen aufgrund eines kostensparenden, von freiwilligen Helfern weitläufig angewandten Leseprogrammes, das in schneller Folge überall im US-Staat Oregon verbreitet wurde. Vierundachtzig Schüleranfänger der ersten Klasse mit Risiken von Leseschwierigkeiten wurden wahllos den Experimentier- und Vergleichsgruppen zugeteilt. Erwachsene als freiwillige Helfer gaben den Schülern in der Experimentiergruppe jeweils für 30 Minuten zweimal die Woche Nachhilfeunterricht in den ersten und zweiten Klassen. Am Ende der 1. und 2. Klasse wurde den Schülern eine Anzahl standardisierter Lesebewertungsmaßnahmen auferlegt, einschließlich der Bemessung individueller Lesefertigkeiten von Worten, dem Leseverständnis, dem Wortverständnis, und der flüssigen Lesebeherrschung. Analysen ergaben, daß Schüler in der Experimentiergruppe größere Fortschritte bei der Bemessung der Worterkennung machten als Schüler unter Vergleichskonditionen; auch machten sie mehr Fortschritte als eine Gruppe von Durchschnittsschülern, die aus dem gleichen Klassenraum kamen wie Schüler in den Experimentier- und Vergleichsgruppen. Die Schüler der Experimentiergruppe erzielten auch höhere Noten als Schüler unter den Vergleichsbedingungen bei der Bemessung der Leseflüssigkeit und dem Wortverständnis am Ende der zweiten Klasse. Im Verständnis von Passagen bzw. Absätzen waren solche Differenzen statistisch nicht signifikant. Die Ergebnisse werden im Zusammenhang von Leseleistungseffekten diskutiert, die andere freiwillige Erwachsenenhelfer mit ihren Leseprogrammen erzielt haben. Wir schlagen vor, daß bei der Schaffung von freiwilligen Lesenachhilfeprogrammen durch Erwachsene es wichtig ist zu berücksichtigen, wie die Intensität der Leseschulung freiwilliger Helfer ausgewogen gestaltet wird, um einen meßbaren Einfluß auf die Leseleistung unter wirklichkeitsnahen Bedingungen an Erfahrungen und Zielen von freiwilligen Helfern zur weitgehendsten Verbreitung zu erreichen. /// [French] Cette étude avait pour but d'évaluer les effets sur la réussite en lecture d'un programme de lecture de bénévoles peu coûteux et très répandu qui s'est répandu rapidement dans l'État de l'Orégon. On a réparti au hasard dans des groupes expérimental et contrôle 84 enfants commençant leur première année qui présentaient un risque de difficultés en lecture. Dans le groupe expérimental, des bénévoles ont été tuteurs des élèves pendant des sessions de 30 minutes, deux fois par semaine en première et deuxième année. À la fin de la première et de la deuxième année, on a administré aux élèves plusieurs tests standardisés, comportant des mesures de lecture de mots isolés, de compréhension de lecture, de compréhension de mots, et de lecture courante. Les analyses ont montré que les élèves du groupe expérimental ont mieux réussi que ceux du groupe témoin dans l'identification de mots; ils ont aussi mieux réussi que le groupe témoin en lecture courante et compréhension de mots en fin de seconde année. Les différences en compréhension d'un passage n'ont pas été significatives. On discute ces résultats dans le contexte des effets sur la réussite en lecture qu'atteignent les autres programmes de volontariat des adultes. On suggère que que pour mettre sur pied des programmes de lecture de bénévoles il est important de trouver l'équilibre entre l'intensité de la formation des bénévoles permettant d'avoir un impact mesurable sur la réussite en lecture et les réalités dans le monde réel de l'expérience des tuteurs bénévoles ainsi que les objectifs d'extension de l'implantation. |
| Author | Keating, Thomas Gersten, Russell Baker, Scott |
| Author_xml | – sequence: 1 givenname: Scott surname: Baker fullname: Baker, Scott – sequence: 2 givenname: Russell surname: Gersten fullname: Gersten, Russell – sequence: 3 givenname: Thomas surname: Keating fullname: Keating, Thomas |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ616173$$DView record in ERIC http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1148344$$DView record in Pascal Francis |
| BookMark | eNp9kU1vEzEQhleoSKSFC1c4WMAJaRd7_bXmVqJQPjYFQqDiZDlrb-qwtVt7F8i_x8lWOSDAPnjk93lnNDPH2ZHzzmTZQwQLREX1YrH4VGBakALfySZIYJaXvCyPsgmEmOSQUnwvO45xA9OhJZ5k4eLSOFCbGMFcbcErA-Y-mJfgFJT5N6MCqL1b237Q1qkOzH6oblC99Q74Fijw1XeD640JYDn0Pli3Bh-DXwd1BRbmZrD7n7l19iqZl0GlyK3vZ3db1UXz4PY9yb68ni2nb_L6w9nb6WmdNwQjkSvIVq2otKAKaaLpClLdar1ireHINKJBaFVqpkSJIFScG65brkVLUKUrwhg-yZ6Mea-DvxlM7OXGDyG1EWWJ0hVoDz39F4RYhQUrYYUT9eyWUrFRXRuUa2yU1yE1FrYSIVJhQhL2eMRMsM1Bnb1jiCG-ywJHuQk-xmBa2dh-P80-jaaTCMrdEmVaosRUErmzPP_Dcqj5N7gY4Z-2M9v_kLsw9Z8Mj0bDJqbtHQycVFDQpOajamNvfh1UFb5LxjGn8uL8TH6evj-va1al8r8BYoHDzg |
| CODEN | RRQUA6 |
| CitedBy_id | crossref_primary_10_1016_j_lindif_2021_102062 crossref_primary_10_1080_19388070701750171 crossref_primary_10_1207_s15548430jlr3402_3 crossref_primary_10_4073_csr_2006_7 crossref_primary_10_1080_1034912X_2011_598406 crossref_primary_10_1177_00222194050380041401 crossref_primary_10_3102_00028312231208687 crossref_primary_10_1002_rev3_3016 crossref_primary_10_1016_j_cedpsych_2015_11_004 crossref_primary_10_1177_0735633117708283 crossref_primary_10_1080_00461520_2019_1611432 crossref_primary_10_1207_s15548430jlr3701_3 crossref_primary_10_1002_rrq_513 crossref_primary_10_1086_697491 crossref_primary_10_1177_00222194050380040301 crossref_primary_10_1080_10824669_2023_2179056 crossref_primary_10_1061__ASCE_LM_1943_5630_0000207 crossref_primary_10_1300_J194v02n02_02 crossref_primary_10_1598_JAAL_49_7_2 crossref_primary_10_1080_10888438_2010_501091 crossref_primary_10_1177_0741932510361249 crossref_primary_10_1097_TLD_0000000000000312 crossref_primary_10_1016_j_ijer_2015_03_007 crossref_primary_10_1016_j_smr_2008_09_004 crossref_primary_10_1080_19388070409558425 crossref_primary_10_1002_rrq_477 crossref_primary_10_1007_s10648_025_09997_z crossref_primary_10_1016_j_edurev_2010_07_002 crossref_primary_10_1007_BF03036786 crossref_primary_10_3102_0162373712452628 crossref_primary_10_1177_2156759X1001400102 crossref_primary_10_1080_19404150509546798 crossref_primary_10_1080_13611260902860075 crossref_primary_10_1177_07419325050260040701 crossref_primary_10_1007_s11516_011_0146_y crossref_primary_10_1080_19388070903117948 crossref_primary_10_1007_s11881_008_0017_2 crossref_primary_10_1080_10573560500455760 crossref_primary_10_1007_s11881_023_00279_3 crossref_primary_10_1016_j_tate_2024_104601 crossref_primary_10_3102_0034654308325690 crossref_primary_10_1177_1049731509335549 crossref_primary_10_7202_045605ar crossref_primary_10_1007_s11881_004_0016_x crossref_primary_10_1017_S1030011200025513 crossref_primary_10_3389_feduc_2019_00067 crossref_primary_10_5330_prsc_14_1_m6070358408g9227 crossref_primary_10_1207_s15548430jlr3802_1 crossref_primary_10_1086_503636 crossref_primary_10_1177_875687051103000303 crossref_primary_10_1207_s15327035ex1304_2 crossref_primary_10_1002_cl2_1152 crossref_primary_10_1207_s15327035ex1304_4 crossref_primary_10_1007_s10648_015_9321_7 crossref_primary_10_1002_rrq_379 crossref_primary_10_1080_0305569022000042435 crossref_primary_10_1007_s10566_012_9184_8 crossref_primary_10_1111_j_1540_5826_2004_00095_x crossref_primary_10_3102_0013189X08314117 crossref_primary_10_1080_19345747_2017_1375582 crossref_primary_10_1080_10705422_2011_568930 crossref_primary_10_17763_haer_74_1_5445104446530382 crossref_primary_10_3102_00028312211066848 crossref_primary_10_1086_675750 crossref_primary_10_1080_10824669_2022_2098131 crossref_primary_10_1097_XEB_0000000000000128 crossref_primary_10_1080_10573569_2017_1357156 |
| Cites_doi | 10.2307/1167291 10.1086/461642 10.1037/0022-0663.90.1.37 10.1177/001440299606300110 10.1080/02796015.1992.12085629 10.1598/RRQ.31.3.3 10.1037/0022-0663.84.3.364 10.1598/RRQ.33.3.2 10.1037/h0090531 10.1177/074193258800900206 10.1080/02796015.1996.12085812 10.1177/001440299005700103 10.2307/747888 10.2307/746948 10.1111/j.2044-8279.1990.tb00951.x |
| ContentType | Journal Article |
| Copyright | Copyright 2000 International Reading Association 2000 International Reading Association 2001 INIST-CNRS Copyright International Reading Association Oct-Dec 2000 |
| Copyright_xml | – notice: Copyright 2000 International Reading Association – notice: 2000 International Reading Association – notice: 2001 INIST-CNRS – notice: Copyright International Reading Association Oct-Dec 2000 |
| DBID | BSCLL AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN IQODW FUVTR IOIBA K30 PAAUG PAWHS PAWZZ PAXOH PBHAV PBQSW PBYQZ PCIWU PCMID PCZJX PDGRG PDWWI PETMR PFVGT PGXDX PIHIL PISVA PJCTQ PJTMS PLCHJ PMHAD PNQDJ POUND PPLAD PQAPC PQCAN PQCMW PQEME PQHKH PQMID PQNCT PQNET PQSCT PQSET PSVJG PVMQY PZGFC 0-V 3V. 7T9 7XB 88B 88G 8A4 8FI 8FJ 8FK 8G5 ABUWG AFKRA AHOVV AIMQZ ALSLI AZQEC BENPR CCPQU CJNVE DWQXO FYUFA GHDGH GNUQQ GUQSH LIQON M0P M2M M2O M6I MBDVC PADUT PHGZM PHGZT PKEHL PMKZF PQEDU PQEST PQQKQ PQUKI PRINS PSYQQ Q9U S0X |
| DOI | 10.1598/RRQ.35.4.3 |
| DatabaseName | Istex CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Pascal-Francis Periodicals Index Online Segment 06 Periodicals Index Online Segment 29 Periodicals Index Online Primary Sources Access—Foundation Edition (Plan E) - West Primary Sources Access (Plan D) - International Primary Sources Access & Build (Plan A) - MEA Primary Sources Access—Foundation Edition (Plan E) - Midwest Primary Sources Access—Foundation Edition (Plan E) - Northeast Primary Sources Access (Plan D) - Southeast Primary Sources Access (Plan D) - North Central Primary Sources Access—Foundation Edition (Plan E) - Southeast Primary Sources Access (Plan D) - South Central Primary Sources Access & Build (Plan A) - UK / I Primary Sources Access (Plan D) - Canada Primary Sources Access (Plan D) - EMEALA Primary Sources Access—Foundation Edition (Plan E) - North Central Primary Sources Access—Foundation Edition (Plan E) - South Central Primary Sources Access & Build (Plan A) - International Primary Sources Access—Foundation Edition (Plan E) - International Primary Sources Access (Plan D) - West Periodicals Index Online Segments 1-50 Primary Sources Access (Plan D) - APAC Primary Sources Access (Plan D) - Midwest Primary Sources Access (Plan D) - MEA Primary Sources Access—Foundation Edition (Plan E) - Canada Primary Sources Access—Foundation Edition (Plan E) - UK / I Primary Sources Access—Foundation Edition (Plan E) - EMEALA Primary Sources Access & Build (Plan A) - APAC Primary Sources Access & Build (Plan A) - Canada Primary Sources Access & Build (Plan A) - West Primary Sources Access & Build (Plan A) - EMEALA Primary Sources Access (Plan D) - Northeast Primary Sources Access & Build (Plan A) - Midwest Primary Sources Access & Build (Plan A) - North Central Primary Sources Access & Build (Plan A) - Northeast Primary Sources Access & Build (Plan A) - South Central Primary Sources Access & Build (Plan A) - Southeast Primary Sources Access (Plan D) - UK / I Primary Sources Access—Foundation Edition (Plan E) - APAC Primary Sources Access—Foundation Edition (Plan E) - MEA ProQuest Social Sciences Premium Collection【Remote access available】 ProQuest Central (Corporate) Linguistics and Language Behavior Abstracts (LLBA) ProQuest Central (purchase pre-March 2016) Education Database (Alumni) Psychology Database (Alumni) Education Periodicals ProQuest Hospital Collection Hospital Premium Collection (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) Research Library (Alumni) ProQuest Central (Alumni) ProQuest Central UK/Ireland Education Research Index ProQuest One Literature Social Science Premium Collection ProQuest Central Essentials ProQuest Central ProQuest One Education Collection ProQuest Central Korea Health Research Premium Collection Health Research Premium Collection (Alumni) ProQuest Central Student ProQuest Research Library ProQuest One Literature ProQuest Education Database Psychology Database Research Library KidQuest Magazines Research Library (Corporate) Research Library China ProQuest Central Premium ProQuest One Academic ProQuest One Academic Middle East (New) ProQuest Digital Collections ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic ProQuest One Academic UKI Edition ProQuest Central China ProQuest One Psychology ProQuest Central Basic SIRS Editorial |
| DatabaseTitle | CrossRef ERIC Periodicals Index Online Segments 1-50 Periodicals Index Online Segment 06 Periodicals Index Online Periodicals Index Online Segment 29 ProQuest One Education ProQuest One Psychology Research Library Prep ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Essentials SIRS Editorial KidQuest Magazines ProQuest Central (Alumni Edition) ProQuest One Community College Research Library (Alumni Edition) ProQuest Central China ProQuest Central Health Research Premium Collection ProQuest Central Korea ProQuest Research Library Research Library China ProQuest Central (New) Social Science Premium Collection ProQuest One Literature - U.S. Customers Only Education Collection ProQuest Central Basic ProQuest One Literature ProQuest Education Journals ProQuest One Academic Eastern Edition Linguistics and Language Behavior Abstracts (LLBA) ProQuest Hospital Collection Health Research Premium Collection (Alumni) ProQuest Psychology Journals (Alumni) ProQuest Professional Education ProQuest Hospital Collection (Alumni) ProQuest Digital Collections ProQuest Psychology Journals ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest One Academic ProQuest Education Journals (Alumni Edition) ProQuest One Academic (New) ProQuest Central (Alumni) |
| DatabaseTitleList | ERIC ProQuest One Education CrossRef |
| Database_xml | – sequence: 1 dbid: ERI name: ERIC url: https://eric.ed.gov/ sourceTypes: Index Database – sequence: 2 dbid: BENPR name: ProQuest Central Database Suite (ProQuest) url: https://www.proquest.com/central sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education Psychology |
| EISSN | 1936-2722 |
| ERIC | EJ616173 |
| EndPage | 519 |
| ExternalDocumentID | 63682986 1148344 EJ616173 10_1598_RRQ_35_4_3 RRQ129 748095 ark_67375_WNG_SCKNLL68_3 |
| Genre | article |
| GeographicLocations | USA Oregon New York United States--US |
| GeographicLocations_xml | – name: New York – name: United States--US – name: Oregon |
| GroupedDBID | -DZ -W8 -~X .GO .Y3 0-V 05W 0R~ 123 1OC 29P 2AX 2KS 3-9 31~ 33P 3R3 3V. 50Y 50Z 52U 8-0 8-1 85S 8A4 8FI 8FJ 8G5 8R4 8R5 930 A04 AAAZS AABNI AAESR AAHHS AAHSB AAONW AAOUF AASGY AAXRX AAYJJ AAYOK AAZKR ABBHK ABCQX ABCUV ABIVO ABJNI ABLWH ABOPQ ABPPZ ABPVW ABSOO ABUWG ABXSQ ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFO ACGFS ACHQT ACKOT ACNCT ACPOU ACTDY ACXQS ADACV ADBBV ADEMA ADEOM ADEPB ADIZJ ADKYN ADMGS ADMHG ADNFJ ADUKH ADULT ADXAS ADZMN AEEZP AEGXH AEIGN AEIMD AEQDE AEUPB AEUQT AEUYR AFBPY AFFNX AFFPM AFGKR AFKFF AFKRA AFPWT AFRQD AFZJQ AGNAY AHBTC AIAGR AIFKG AIKWM AIMQZ AIURR AIWBW AJBDE AJPNJ ALAGY ALIPV ALMA_UNASSIGNED_HOLDINGS ALSLI ALUQN AMBMR AMYDB AQSKT ARALO ASPBG ASTYK AS~ AVWKF AZBYB AZFZN AZQEC AZVAB B-7 BAFTC BDRZF BENPR BFHJK BMXJE BNVMJ BPHCQ BQESF BRXPI BSCLL BVXVI CCPQU CJNVE CS3 DCZOG DPXWK DRFUL DRSSH DU5 DWQXO EBS EDJ EJD F5P FEDTE FYUFA G-S G50 GENNL GNUQQ GODZA GUQSH HGD HGLYW HVGLF HZ~ H~9 IAO ICO IEA IOF IPSME JAAYA JAV JBMMH JBZCM JENOY JHFFW JKQEH JLEZI JLXEF JPL JSODD JST KOO L7B LATKE LEEKS LIQON LITHE LOXES LUTES LYRES M0P M2M M2O M6I MEWTI MRFUL MRSSH MSFUL MSSSH MVM MXFUL MXSSH MY~ N04 N06 NEJ NF~ NHB O66 O9- OMK P2P P2W P4E PADUT PQEDU PQQKQ PRG PROAC PSYQQ Q.N Q2X Q3B QB0 QF4 QM7 QN7 R.K RJX ROL RX1 S0X SA0 SJN SUPJJ TN5 UKHRP UKR V8K VQA WBKPD WGMDG WH7 WIH WII WOHZO WSUWO WXSBR XOL XZL YYP ZCA ZZTAW ~WP AAHQN AAMMB AAMNL AANHP AAYCA ABAWQ ACHJO ACRPL ACYXJ ADNMO AEFGJ AEYWJ AFWVQ AGQPQ AGXDD AIDQK AIDYY ALVPJ PHGZM PHGZT PMKZF 3EH 68V 7K8 AFYRF ALEEW HF~ IER ITC MQT P-O QZG UBC WHG YCJ ZCG AAYXX CITATION 7SW AAWJA AGHNM BJH BNH BNI BNJ BNO ERI LH4 PET PUEGO REK WWN 08R 63O 8W4 AAJUZ AALRV AAPBV ABCVL ABPTK ABWRO ACXME ADDAD AFVGU AGJLS AJYWA AQNXB BBAFP IQODW N95 PQEST PQUKI PRINS FUVTR IOIBA K30 PAAUG PAWHS PAWZZ PAXOH PBHAV PBQSW PBYQZ PCIWU PCMID PCZJX PDGRG PDWWI PETMR PFVGT PGXDX PIHIL PISVA PJCTQ PJTMS PLCHJ PMHAD PNQDJ POUND PPLAD PQAPC PQCAN PQCMW PQEME PQHKH PQMID PQNCT PQNET PQSCT PQSET PSVJG PVMQY PZGFC 7T9 7XB 8FK AHOVV MBDVC PKEHL Q9U |
| ID | FETCH-LOGICAL-c4319-a06bf98d95a1d4d5b05dfddb6fe71ec9c11b2d6a92100a77e7df7d9f418d84663 |
| IEDL.DBID | BENPR |
| ISSN | 0034-0553 |
| IngestDate | Sat Aug 23 13:31:00 EDT 2025 Fri Jul 25 03:26:29 EDT 2025 Fri Nov 25 01:11:13 EST 2022 Tue Sep 02 19:07:12 EDT 2025 Thu Apr 24 22:49:31 EDT 2025 Tue Jul 01 00:55:16 EDT 2025 Wed Jan 22 16:52:26 EST 2025 Thu Jul 03 21:32:46 EDT 2025 Wed Oct 30 09:49:43 EDT 2024 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 4 |
| Keywords | Voluntary help Reading Progress Primary Education Educational Assistance Experimentation Literacy Teaching Training |
| Language | English |
| License | CC BY 4.0 |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c4319-a06bf98d95a1d4d5b05dfddb6fe71ec9c11b2d6a92100a77e7df7d9f418d84663 |
| Notes | istex:5FF5B6D49BE0AF3EDE36437568904A047C0904C8 ark:/67375/WNG-SCKNLL68-3 ArticleID:RRQ129 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| PQID | 212129166 |
| PQPubID | 1819534 |
| PageCount | 26 |
| ParticipantIDs | proquest_journals_212129166 proquest_journals_1683962083 pascalfrancis_primary_1148344 eric_primary_EJ616173 crossref_citationtrail_10_1598_RRQ_35_4_3 crossref_primary_10_1598_RRQ_35_4_3 wiley_primary_10_1598_RRQ_35_4_3_RRQ129 jstor_primary_748095 istex_primary_ark_67375_WNG_SCKNLL68_3 |
| ProviderPackageCode | CITATION AAYXX |
| PublicationCentury | 2000 |
| PublicationDate | 2000-10-01 |
| PublicationDateYYYYMMDD | 2000-10-01 |
| PublicationDate_xml | – month: 10 year: 2000 text: 2000-10-01 day: 01 |
| PublicationDecade | 2000 |
| PublicationPlace | Oxford, UK |
| PublicationPlace_xml | – name: Oxford, UK – name: Newark, DE – name: Newark, Del – name: Newark |
| PublicationTitle | Reading research quarterly |
| PublicationYear | 2000 |
| Publisher | Blackwell Publishing Ltd International Reading Association |
| Publisher_xml | – name: Blackwell Publishing Ltd – name: International Reading Association |
| References | Bond, G.L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5-142. Shinn, M.R., Good, R.H., Knutson, N., Tilly, W.D., & Collins, V. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459-479. Kaminski, R.A., & Good, R.H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227. Natriello, G., McDill, E.L., & Pallas, A.M. (1990). Schooling disadvantaged children. New York: Teachers College Press. Wasik, B.A. (1998). Volunteer tutoring programs in reading: A review. Reading Research Quarterly, 33, 266-292. Chall, J.S. (1967). Learning to read: The great debate. New York: McGraw-Hill. Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178-200. Oregon Children'S Foundation. (1998). SMART volunteer handbook. Portland, OR: Author. Invernizzi, M., Juel, C., & Rosemary, C.A. (1996). A community volunteer tutorial that works. The Reading Teacher, 50, 304-311. Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press. Cooper, H., & Hedges, L.V. (Eds.). (1994). The handbook of research synthesis. New York: Russell Sage Foundation. Oregon Children'S Foundation. (1992). SMART volunteer handbook. Portland, OR: Author. Shinn, M., Tindal, G.A., & Stein, S. (1988). Curriculum-based measurement and the identification of mildly handicapped students: A research review. Professional School Psychology, 3(1), 69-85. Torgesen, J.K., Morgan, S.T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370. Brown, M.C. (1998). Arthur accused. New York: Little, Brown. Roller, C.M. (1998). So ... what's a tutor to do? Newark, DE: International Reading Association. Shinn, M.R. (1989). Curriculum-based measurement: Assessing special children. New York: The Guilford Press. Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55. Texas Reading Initiative. (1997). Beginning reading instruction: Components and features of a research-based reading program. Austin, TX: Author. Brown, M.C. (1997). Arthur babysits. New York: Little, Brown. Carle, E. (1984). The very hungry caterpillar. New York: Putnam. Muthen, L.K., & Muthen, B.O. (1998). Mplus user's guide. Los Angeles, CA: Muthen & Muthen. Freeman, D. (1980). A pocket for Corduroy. London: Puffin. Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. Elementary School Journal, 91, 133-150. Shinn, M.R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: The Guilford Press. Fuchs, L.S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9, 20-28. U.S. Department Of Education, National Diffusion Network Division. (1981). Educational programs that work. (8th ed.). San Francisco: Far West Laboratory for Educational Research and Development. Potter, M.L., & Wamre, H.M. (1990). Curriculum-based measurement and developmental reading models: Opportunities for cross-validation. Exceptional Children, 57, 16-25. Carle, E. (1996). The grouchy ladybug. New York: HarperCollins. U.S. Department Of Education. (1979). School volunteer development project. Proposal submitted to the Program Effectiveness Panel of the National Diffusion Network. Washington, DC: Author. American Academy Of Arts and Sciences & Boston Partners In Education. (1999). The Intergenerational Tutoring Grogram. Boston: Author. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (Rev. ed.). New York: Academic Press. Mathsoft (1998). Splus 4 guide to statistics. Seattle, WA: Author. Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand-McNally. Deathridge, M. (1993). Observations of SMART tutoring (Tech. Rep. No. 93-01). Eugene, OR: Eugene Research Institute. California Department Of Education. (1998). Reading/language arts framework for California public schools: Kindergarten through grade twelve. Sacramento, CA: Author. Clinton, W.J. (1996, August 30). Campaign train tour speech. Chicago, IL. Juel, C. (1996). What makes literacy tutoring effective Reading Research Quarterly, 31, 268-289. O'Connor, R.E., Notari-Syverson, A., & Vadasy, P.F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without learning disabilities. Exceptional Children, 63, 117-130. Leach, D.J., & Sidall, S.W. (1990). Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods. British Journal of Educational Psychology, 60, 349-355. 1990; 57 1993; 28 1998 1996; 50 1997 1996 1995 1994 1993 1992 1979 1996; 31 1990; 60 1999 1988; 3 1990 2000 1988; 9 1967; 2 1986 1998; 90 1996; 63 1984 1981 1980 1996; 25 1992; 21 1990; 91 1998; 33 1967 1996, August 30 1989 1992; 84 1988 Mathsoft (e_1_2_1_27_1) 1998 Oregon Children'S Foundation. (e_1_2_1_33_1) 1998 Roller C.M. (e_1_2_1_35_1) 1998 Clinton W.J. (e_1_2_1_13_1) 1996 Invernizzi M. (e_1_2_1_21_1) 1996; 50 Stoolmiller M. (e_1_2_1_43_1) 1995 Carle E. (e_1_2_1_10_1) 1984 Oregon Children'S Foundation. (e_1_2_1_32_1) 1992 Shinn M.R. (e_1_2_1_38_1) 1998 e_1_2_1_20_1 Cooper H. (e_1_2_1_16_1) 1994 e_1_2_1_40_1 Texas Reading Initiative. (e_1_2_1_44_1) 1997 e_1_2_1_23_1 American Academy Of Arts and Sciences & Boston Partners In Education. (e_1_2_1_3_1) 1999 e_1_2_1_24_1 e_1_2_1_45_1 Adams M.J. (e_1_2_1_2_1) 1990 e_1_2_1_28_1 Shinn M.R. (e_1_2_1_39_1) 1992; 21 e_1_2_1_49_1 e_1_2_1_25_1 e_1_2_1_48_1 Cook T.D. (e_1_2_1_15_1) 1979 Muthen L.K. (e_1_2_1_29_1) 1998 Natriello G. (e_1_2_1_30_1) 1990 U.S. Department Of Education, National Diffusion Network Division. (e_1_2_1_47_1) 1981 Cohen J. (e_1_2_1_14_1) 1988 Shinn M.R. (e_1_2_1_37_1) 1989 California Department Of Education. (e_1_2_1_9_1) 1998 Carle E. (e_1_2_1_11_1) 1996 O'Connor R.E. (e_1_2_1_31_1) 1996; 63 Chall J.S. (e_1_2_1_12_1) 1967 Brown M.C. (e_1_2_1_7_1) 1998 Freeman D. (e_1_2_1_18_1) 1980 U.S. Department Of Education. (e_1_2_1_46_1) 1979 e_1_2_1_5_1 Bryk A.S. (e_1_2_1_8_1) 1992 e_1_2_1_4_1 e_1_2_1_34_1 Brown M.C. (e_1_2_1_6_1) 1997 Juel C. (e_1_2_1_22_1) 1994 e_1_2_1_36_1 Stanovich K.E. (e_1_2_1_42_1) 1986 Deathridge M. (e_1_2_1_17_1) 1993 e_1_2_1_19_1 Marston D. (e_1_2_1_26_1) 1989 Snow C.E. (e_1_2_1_41_1) 1998 |
| References_xml | – reference: Oregon Children'S Foundation. (1992). SMART volunteer handbook. Portland, OR: Author. – reference: Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55. – reference: Invernizzi, M., Juel, C., & Rosemary, C.A. (1996). A community volunteer tutorial that works. The Reading Teacher, 50, 304-311. – reference: Texas Reading Initiative. (1997). Beginning reading instruction: Components and features of a research-based reading program. Austin, TX: Author. – reference: Natriello, G., McDill, E.L., & Pallas, A.M. (1990). Schooling disadvantaged children. New York: Teachers College Press. – reference: Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press. – reference: U.S. Department Of Education, National Diffusion Network Division. (1981). Educational programs that work. (8th ed.). San Francisco: Far West Laboratory for Educational Research and Development. – reference: Chall, J.S. (1967). Learning to read: The great debate. New York: McGraw-Hill. – reference: Roller, C.M. (1998). So ... what's a tutor to do? Newark, DE: International Reading Association. – reference: Shinn, M.R., Good, R.H., Knutson, N., Tilly, W.D., & Collins, V. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459-479. – reference: O'Connor, R.E., Notari-Syverson, A., & Vadasy, P.F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without learning disabilities. Exceptional Children, 63, 117-130. – reference: Leach, D.J., & Sidall, S.W. (1990). Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods. British Journal of Educational Psychology, 60, 349-355. – reference: Brown, M.C. (1997). Arthur babysits. New York: Little, Brown. – reference: Cohen, J. (1988). Statistical power analysis for the behavioral sciences (Rev. ed.). New York: Academic Press. – reference: Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. Elementary School Journal, 91, 133-150. – reference: Shinn, M.R. (1989). Curriculum-based measurement: Assessing special children. New York: The Guilford Press. – reference: Carle, E. (1996). The grouchy ladybug. New York: HarperCollins. – reference: Fuchs, L.S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9, 20-28. – reference: Muthen, L.K., & Muthen, B.O. (1998). Mplus user's guide. Los Angeles, CA: Muthen & Muthen. – reference: Potter, M.L., & Wamre, H.M. (1990). Curriculum-based measurement and developmental reading models: Opportunities for cross-validation. Exceptional Children, 57, 16-25. – reference: Carle, E. (1984). The very hungry caterpillar. New York: Putnam. – reference: Torgesen, J.K., Morgan, S.T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370. – reference: Clinton, W.J. (1996, August 30). Campaign train tour speech. Chicago, IL. – reference: Wasik, B.A. (1998). Volunteer tutoring programs in reading: A review. Reading Research Quarterly, 33, 266-292. – reference: Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand-McNally. – reference: Mathsoft (1998). Splus 4 guide to statistics. Seattle, WA: Author. – reference: U.S. Department Of Education. (1979). School volunteer development project. Proposal submitted to the Program Effectiveness Panel of the National Diffusion Network. Washington, DC: Author. – reference: California Department Of Education. (1998). Reading/language arts framework for California public schools: Kindergarten through grade twelve. Sacramento, CA: Author. – reference: Kaminski, R.A., & Good, R.H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227. – reference: Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178-200. – reference: Freeman, D. (1980). A pocket for Corduroy. London: Puffin. – reference: American Academy Of Arts and Sciences & Boston Partners In Education. (1999). The Intergenerational Tutoring Grogram. Boston: Author. – reference: Shinn, M., Tindal, G.A., & Stein, S. (1988). Curriculum-based measurement and the identification of mildly handicapped students: A research review. Professional School Psychology, 3(1), 69-85. – reference: Cooper, H., & Hedges, L.V. (Eds.). (1994). The handbook of research synthesis. New York: Russell Sage Foundation. – reference: Shinn, M.R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: The Guilford Press. – reference: Juel, C. (1996). What makes literacy tutoring effective Reading Research Quarterly, 31, 268-289. – reference: Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. – reference: Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage. – reference: Deathridge, M. (1993). Observations of SMART tutoring (Tech. Rep. No. 93-01). Eugene, OR: Eugene Research Institute. – reference: Bond, G.L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5-142. – reference: Brown, M.C. (1998). Arthur accused. New York: Little, Brown. – reference: Oregon Children'S Foundation. (1998). SMART volunteer handbook. Portland, OR: Author. – volume: 60 start-page: 349 year: 1990 end-page: 355 article-title: Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods publication-title: British Journal of Educational Psychology – volume: 2 start-page: 5 year: 1967 end-page: 142 article-title: The cooperative research program in first‐grade reading instruction publication-title: Reading Research Quarterly – volume: 50 start-page: 304 year: 1996 end-page: 311 article-title: A community volunteer tutorial that works publication-title: The Reading Teacher – volume: 31 start-page: 268 year: 1996 end-page: 289 article-title: What makes literacy tutoring effective publication-title: Reading Research Quarterly – year: 1981 – volume: 28 start-page: 178 year: 1993 end-page: 200 article-title: Preventing early reading failure with one‐to‐one tutoring: A review of five programs publication-title: Reading Research Quarterly – start-page: 87 year: 1986 end-page: 131 – year: 1989 – year: 2000 – year: 1996 – year: 1979 – volume: 57 start-page: 16 year: 1990 end-page: 25 article-title: Curriculum‐based measurement and developmental reading models: Opportunities for cross‐validation publication-title: Exceptional Children – start-page: 105 year: 1995 end-page: 138 – year: 1990 – volume: 63 start-page: 117 year: 1996 end-page: 130 article-title: Ladders to literacy: The effects of teacher‐led phonological activities for kindergarten children with and without learning disabilities publication-title: Exceptional Children – year: 1992 – year: 1994 – year: 1998 – volume: 33 start-page: 266 year: 1998 end-page: 292 article-title: Volunteer tutoring programs in reading: A review publication-title: Reading Research Quarterly – volume: 21 start-page: 459 year: 1992 end-page: 479 article-title: Curriculum‐based measurement of oral reading fluency: A confirmatory analysis of its relation to reading publication-title: School Psychology Review – year: 1984 – year: 1980 – year: 1967 – year: 1988 – volume: 9 start-page: 20 year: 1988 end-page: 28 article-title: The validity of informal reading comprehension measures publication-title: Remedial and Special Education – year: 1997 – year: 1996, August 30 – start-page: 39 year: 1994 end-page: 61 – volume: 25 start-page: 215 year: 1996 end-page: 227 article-title: Toward a technology for assessing basic early literacy skills publication-title: School Psychology Review – volume: 90 start-page: 37 issue: 1 year: 1998 end-page: 55 article-title: The role of instruction in learning to read: Preventing reading failure in at‐risk children publication-title: Journal of Educational Psychology – start-page: 18 year: 1989 end-page: 78 – volume: 91 start-page: 133 year: 1990 end-page: 150 article-title: Helping low readers in grades 2 and 3: An after‐school volunteer tutoring program publication-title: Elementary School Journal – year: 1993 – start-page: 217 year: 1998 end-page: 234 – volume: 84 start-page: 364 year: 1992 end-page: 370 article-title: Effects of two types of phonological awareness training on word learning in kindergarten children publication-title: Journal of Educational Psychology – volume: 3 start-page: 69 issue: 1 year: 1988 end-page: 85 article-title: Curriculum‐based measurement and the identification of mildly handicapped students: A research review publication-title: Professional School Psychology – year: 1999 – ident: e_1_2_1_36_1 doi: 10.2307/1167291 – ident: e_1_2_1_28_1 doi: 10.1086/461642 – volume-title: So … what's a tutor to do year: 1998 ident: e_1_2_1_35_1 – volume-title: Hierarchical linear models: Applications and data analysis methods. year: 1992 ident: e_1_2_1_8_1 – volume-title: A pocket for Corduroy. year: 1980 ident: e_1_2_1_18_1 – ident: e_1_2_1_19_1 doi: 10.1037/0022-0663.90.1.37 – volume-title: The handbook of research synthesis. year: 1994 ident: e_1_2_1_16_1 – volume-title: Learning to read: The great debate. year: 1967 ident: e_1_2_1_12_1 – volume-title: Advanced applications of curriculum‐based measurement. year: 1998 ident: e_1_2_1_38_1 – volume-title: School volunteer development project. year: 1979 ident: e_1_2_1_46_1 – volume-title: The Intergenerational Tutoring Grogram. year: 1999 ident: e_1_2_1_3_1 – volume-title: Preventing reading difficulties in young children. year: 1998 ident: e_1_2_1_41_1 – volume: 63 start-page: 117 year: 1996 ident: e_1_2_1_31_1 article-title: Ladders to literacy: The effects of teacher‐led phonological activities for kindergarten children with and without learning disabilities publication-title: Exceptional Children doi: 10.1177/001440299606300110 – volume: 21 start-page: 459 year: 1992 ident: e_1_2_1_39_1 article-title: Curriculum‐based measurement of oral reading fluency: A confirmatory analysis of its relation to reading publication-title: School Psychology Review doi: 10.1080/02796015.1992.12085629 – volume-title: Campaign train tour speech year: 1996 ident: e_1_2_1_13_1 – ident: e_1_2_1_23_1 doi: 10.1598/RRQ.31.3.3 – ident: e_1_2_1_45_1 doi: 10.1037/0022-0663.84.3.364 – volume-title: SMART volunteer handbook. year: 1992 ident: e_1_2_1_32_1 – volume-title: Reading/language arts framework for California public schools: Kindergarten through grade twelve. year: 1998 ident: e_1_2_1_9_1 – volume: 50 start-page: 304 year: 1996 ident: e_1_2_1_21_1 article-title: A community volunteer tutorial that works publication-title: The Reading Teacher – ident: e_1_2_1_48_1 doi: 10.1598/RRQ.33.3.2 – volume-title: Arthur babysits. year: 1997 ident: e_1_2_1_6_1 – ident: e_1_2_1_40_1 doi: 10.1037/h0090531 – ident: e_1_2_1_4_1 – volume-title: Statistical power analysis for the behavioral sciences year: 1988 ident: e_1_2_1_14_1 – volume-title: The very hungry caterpillar. year: 1984 ident: e_1_2_1_10_1 – start-page: 18 volume-title: Curriculum‐based measurement: Assessing special children year: 1989 ident: e_1_2_1_26_1 – ident: e_1_2_1_20_1 doi: 10.1177/074193258800900206 – volume-title: Curriculum‐based measurement: Assessing special children. year: 1989 ident: e_1_2_1_37_1 – volume-title: Quasi‐experimentation: Design and analysis issues for field settings. year: 1979 ident: e_1_2_1_15_1 – start-page: 39 volume-title: Getting reading right from the start year: 1994 ident: e_1_2_1_22_1 – volume-title: Mplus user's guide. year: 1998 ident: e_1_2_1_29_1 – volume-title: Splus 4 guide to statistics. year: 1998 ident: e_1_2_1_27_1 – volume-title: Observations of SMART tutoring year: 1993 ident: e_1_2_1_17_1 – ident: e_1_2_1_24_1 doi: 10.1080/02796015.1996.12085812 – volume-title: SMART volunteer handbook. year: 1998 ident: e_1_2_1_33_1 – volume-title: Beginning to read: Thinking and learning about print. year: 1990 ident: e_1_2_1_2_1 – volume-title: Schooling disadvantaged children. year: 1990 ident: e_1_2_1_30_1 – volume-title: Beginning reading instruction: Components and features of a research‐based reading program. year: 1997 ident: e_1_2_1_44_1 – volume-title: Arthur accused. year: 1998 ident: e_1_2_1_7_1 – volume-title: The grouchy ladybug. year: 1996 ident: e_1_2_1_11_1 – start-page: 105 volume-title: The analysis of change year: 1995 ident: e_1_2_1_43_1 – volume-title: Educational programs that work. year: 1981 ident: e_1_2_1_47_1 – ident: e_1_2_1_34_1 doi: 10.1177/001440299005700103 – ident: e_1_2_1_49_1 doi: 10.2307/747888 – ident: e_1_2_1_5_1 doi: 10.2307/746948 – start-page: 87 volume-title: Psychological and educational perspectives on LD year: 1986 ident: e_1_2_1_42_1 – ident: e_1_2_1_25_1 doi: 10.1111/j.2044-8279.1990.tb00951.x |
| SSID | ssj0000523 |
| Score | 1.831135 |
| SecondaryResourceType | review_article |
| Snippet | The purpose of the current study was to evaluate the effects on reading achievement of a low-cost, widely implemented volunteer reading program that has been... ABSTRACTS The purpose of the current study was to evaluate the effects on reading achievement of a low‐cost, widely implemented volunteer reading program that... The purpose of the current study was to evaluate the effects on reading achievement of a low‐cost, widely implemented volunteer reading program that has been... Describes "Start Making a Reader Today" (SMART), a volunteer tutoring program that helps K-2 students at risk of reading difficulties. Finds that the program... Table 2 summarizes the schedule for administration of measures at different phases of the study. Because students' reading abilities change extensively during... |
| SourceID | proquest pascalfrancis eric crossref wiley jstor istex |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 494 |
| SubjectTerms | Adults Children Children & youth Community comprehension Curricula Curriculum subjects: programmes and methods decoding early childhood Educational Policy Educational research Educational sciences evidence experiment factors Grade 1 Grade 2 High Risk Students instructional intervention Kindergarten learner Learning Longitudinal Studies methodology Oral reading fluency Phonemics Preschool education Primary Education program Program Descriptions Program Effectiveness Psychology R&D Reading Achievement Reading comprehension Reading Difficulties Reading Fluency Reading Improvement Reading Instruction Reading programs Reading research Reading, writing Research & development Research centers School Safety Schools scientific Special education Special Needs Students strategies struggling Students Teachers Teaching Teaching methods topic Tutorial Programs Tutoring type Volunteer training Volunteerism Volunteers |
| Title | When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training |
| URI | https://api.istex.fr/ark:/67375/WNG-SCKNLL68-3/fulltext.pdf https://www.jstor.org/stable/748095 https://onlinelibrary.wiley.com/doi/abs/10.1598%2FRRQ.35.4.3 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ616173 https://www.proquest.com/docview/1683962083 https://www.proquest.com/docview/212129166 |
| Volume | 35 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV1Lb9NAEF5Bc-kFQVuE-9JKIBAHp7G9Dy8XVKqUqpQIAhW9rfblC2lSnFQi_54ZZ-0QgXqzdieWvTP-9tvNtzOEvCoy44I1IvXKuZSxKk9VyG1aOOkKw5wSGR5w_jwSF9fs8obfRG3OPMoqW0xsgNrPHO6RnwDEwtSUCfH-7leKRaPwz9VYQeMx6UFnCWuv3ofh6Mt4DcU8j1l3WTrgvIj5SbkqT8bjr_2C91m_2JiRoui5h2P8u9UoomDSzGHMqlWxiw02-jenbSal86fkSWST9HTl_mfkUZjuYCHmKNrYIdsdwC13SQ3IO6UTwDZ6a5bUBooq23f0lObpEiKeTmZYvejeY6Usus4DTmcVNRRxDLwQarrAvAcw5dEo7qJ1QD0xtmCmklv4cVt5Yo9cnw-_n12kseZC6hieZzIDYStVesVN5pnndsB95fGsXpBZcMplmc29MAqWigMjZZC-kl5VLCs9UBlRPCdb09k0vCCUcwHcy1o7gJ4qh2iRAfimhVapQmkT8rYdd-1iQnJ8uonGhQn4SIOPdME100VCXna2d6s0HP-12kP3dRbDS4HLN2h_3fiz6zD1TxS0Sa5_jD7qb2efRldXosQb7DYO7wwlK4GDJuRow__rR8hwL5Yl5LCNBx0hYK4zAdxT5EBxE3Lwb3cXzwl500TQA--Fl2C8_-B9Dsh2kyagERoekq1FfR-OgDAt7HH8LI6bzYE_DjsU5g |
| linkProvider | ProQuest |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Lb9NAEB6V5EAvCNoiTFtYiZc4uI3t3bWNhFApKWmTRhBa0dviffhCmpQkFeRH8R-ZcWyHCNRbb9bueOX4m52H8-0MwPMoyIzTmfRtaozPeR76qQu1H5nYRBk3qQzogPNpX3bO-cmFuFiD39VZGKJVVjaxMNR2bOgb-T6aWHRNgZTvrn741DSK_lytOmgstKLr5j8xY5u-Pf6A8L4Iw6P22WHHL5sK-IbTgZ2sJXWeJjYVWWC5FbolbG7pMJqLA2dSEwQ6tDJLMRdqZXHsYpvHNs15kFj01TLCde9Ak0eYyTSg-b7d_zRYmn4RllV-ud8SIirroYo02R8MPu9FYo_vRSsesCRZNwnTXxUnkgia2RQxyhfNNVai379j6MIJHt2He2X0yg4W6vYA1txogxo_lySRDVivDep8EyZo6UdsiLaUXWZzph0jVu8bdsBCf47vkg3H1C3p2lJnLrasO87GOcsY2U1E3U3YjOosoItlJZmMTRzxl2mEKqNc4s1Vp4stOL8VOB5CYzQeuUfAhJAY62mtWziTh6idscP4VuNonLpEe_C6eu_KlAXQ6emGihIhxEghRioSiqvIg2e17NWi7Md_pbYIvlqifSIpXcTxlwWe9UQ2-U4Eulior_2P6stht9_ryYQW2CwArwVjnmDM68HuCv7LRwjo2y_3YKfSB1WanKkKJMa6MsSQ2oPtf6fr_ePBq0KDbvhddInCj29c5ync7Zyd9lTvuN_dhvWiREFBctyBxmxy7XYxWJvpJ-UWYfDttnflHy4bUaQ |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Lb9NAEF6VREK9IGiLMG1hJV7i4MSPfdhICJU2oW1CVAIVvS3ehy-kSUlSQX4a_44Zx3aIQL31Zu2OV46_2Xk4384Q8jwOM-N0JnybGuMzlkd-6iLtx0aaOGMmFSEecP44EMfn7PSCX2yQ39VZGKRVVjaxMNR2YvAbeRtMLLimUIh2XrIizo66765--NhACv9orbppLDWk5xY_IXubvT05AqhfRFG38-Xw2C8bDPiG4eGdLBA6TxOb8iy0zHIdcJtbPJjmZOhMasJQR1ZkKeRFQSalkzaXNs1ZmFjw2yKGde-QpoSkKGiQ5vvO4Gy4cgM8Kiv-Mj_gPC5ro_I0aQ-Hn1oxb7FWvOYNS8J1E_H9VfEjkayZzQCvfNloYy0S_jueLhxi9z65V0ay9GCpeg_IhhtvYRPokjCyRTZr47rYJlOw-mM6ArtKL7MF1Y4iw_cNPaCRv4B3SUcT7Jx0bbFLF13VIKeTnGYUbShogJvSOdZcAHdLS2IZnTrkMuMIVkm5hJurrhc75PxW4HhIGuPJ2D0ilHMBcZ_WOoCZPAJNlQ5iXQ2jMnWJ9sjr6r0rUxZDx6cbKUyKACMFGKmYK6ZijzyrZa-WJUD-K7WD8NUSnVOBqSOMvyzwrCey6Xck00muvg4-qM-HvUG_LxJcYLsAvBaULIH41yP7a_ivHiHE78DMI3uVPqjS_MxUKCDuFRGE1x7Z_Xe63kseeVVo0A2_Cy9B-PGN6zwld2E3qv7JoLdLNotqBQXfcY805tNrtw9x21w_KXcIJd9ue1P-AfIRVdk |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=When+less+may+be+more%3A+A+2-year+longitudinal+evaluation+of+a+volunteer+tutoring+program+requiring+minimal+training&rft.jtitle=Reading+research+quarterly&rft.au=Baker%2C+Scott&rft.au=Gersten%2C+Russell&rft.au=Keating%2C+Thomas&rft.date=2000-10-01&rft.pub=Blackwell+Publishing+Ltd&rft.issn=0034-0553&rft.eissn=1936-2722&rft.volume=35&rft.issue=4&rft.spage=494&rft_id=info:doi/10.1598%2FRRQ.35.4.3&rft.externalDBID=HAS_PDF_LINK&rft.externalDocID=63682986 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0034-0553&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0034-0553&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0034-0553&client=summon |