Structured tutoring for at risk children in the early years

Abstract

I estimate the effects of a program of one-to-one instruction (tutoring) in reading and language for at-risk children in grades 1–3. Thirty college and graduate students tutored more than 100 elementary school students during Spring, 1991. Tutors were trained in the techniques used by Reading Recovery and Success for All. Program effects were large and positive. Across all tutored students, 10 hours of tutoring increased ITBS scores by .25–.30 of a grade-equivalent. Students with above-average attentiveness and participation during tutoring averaged a gain of .66 of a grade-equivalent after 10 hours tutoring. Tutoring also showed a positive effect on teachers' judgment of students' conduct. I conclude that, properly trained, nonprofessional tutors offer a cost-effective means to increase the reading performance of at-risk children in the early grades.