Community Partner Tutoring and Video Self-Modeling as Response to Intervention for Reading: Connections to Invitational Education

• In Event: Invitational Learning in Multiple Contexts

Abstract

This study replicates and extends research on a supplemental program: Accelerated Community Empowerment [ACE] Reading. Thirty-five at-risk students in grades 1 to 4, who were culturally and linguistically diverse, participated in an after-school program at a rural elementary school in Hawaii. A community tutor worked with students daily using a combination of empirically validated instructional interventions: repeated reading, reciprocal teaching, a game to increase vocabulary, directed praise and video self modeling. Two research designs were used: 1) a within-subjects small group design; and 2) a single subject multiple baseline design. ACE Reading students scored significantly higher at post-test than at pre-test on three WJ III ACH reading tests (in grade equivalent scores). Estimated effect sizes ranged from medium to large.

Authors

• Caryl Hitchcock, University of Hawaii - Manoa

• Kavita Rao, University of Hawaii - Manoa

• Peter W. Dowrick, University of Hawaii - Manoa

• Chuan Chang, University of Hawaii