One-on-One Tutoring for Struggling Readers in an After-School Program

• In Event: Early Reading Motivation and Engagement: Intervention and Assessment

Abstract

Purpose
The purpose of the study was to determine if children in grades 1 – 4 reading at least one-year below grade level but not classified would improve their literacy skills and motivation to read when tutored on a one-to-one basis in an after school program.

Research Rationale
The goal of the study was to establish a University Literacy Clinic in a low SES public school district to increase the accessibility for one-on-one tutoring for children. Children worked with certified teachers who scaffolded effective literacy strategies for their individual needs. Teachers provided instruction with choice, challenge and positive reinforcement in a relaxed atmosphere. Although there is data to support that small group and one-on one-intervention programs in school do help such as Reading Recovery, after school intervention at school in a one-on-one setting is not prevalent in the literature

Methods
The research took place in a K-4 elementary school. Teachers applied for the positions and were provided with professional development on best practices for struggling readers. Participants were matched with controls students in an after-school homework help program at another school in the district.

Procedures
Tutoring took place twice weekly for an hour after school. Each tutor received a tool kit including testing and teaching materials and participated in a three-hour professional development session. The tutoring plan incorporated word work, comprehension, writing instruction, and shared reading of challenging books.

Assessment
Baseline data was gathered in the first session to establish children’s literacy achievement using The Developmental Reading Assessment (DRA). There were no initial significant differences between the two groups on the DRA. Other informal assessments (the Fry Sight Word Test, a Running Record, an Informal Phonics Survey, a Story Retelling and a writing sample) were only implemented with the treatment groups. The tutors used this data to tailor the instructional plan for each child. The same measures were used at the end of the intervention period to evaluate the effectiveness of the program. Tutors also kept reflective journals.


Summary of Research Finding
Although the statistical analyses have not been completed, tutors and classroom teachers reported that all children made substantial progress as the result of the tutoring. Both the tutors and the classroom teachers also reported considerable growth in terms of the students self esteem and motivation to read. A preliminary ANOVA indicated a significant difference in favor of the experimental group on the DRA (p < .05). Teachers commented that the children in the program were acting more like successful students with completed homework, doing more reading and writing, and substantial improvement in motivation and engagement. The preliminary quantitative and qualitative results indicate that, given the right circumstances, striving readers can make substantial strides in their reading growth and that such positive changes can contribute to the closing of the achievement gap and success with the challenging curriculum presented by the CCSS.

Authors

• Lesley M. Morrow, Rutgers University

• Susan Dougherty, Rutgers University

• Melanie R. Kuhn, Rutgers University