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Using Noncertified Tutors to Work with At‐Risk Readers: An Evidence‐Based Model
The Elementary School Journal
Vol. 106, No. 4 (March 2006), pp. 351-362
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/10.1086/503636
Page Count: 12
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Abstract This article synthesizes results from 5 studies that used noncertified tutors to work with at‐risk primary‐grade readers. Each of the studies featured (1) twice‐weekly tutoring lessons that included guided reading, word study, and reading for fluency; and (2) supervision of the tutoring by a knowledgeable reading teacher. Results from the 5 studies provided convergent evidence that noncertified reading tutors (community volunteers and teacher aides) can be effective with struggling readers. However, their effectiveness was, in large part, due to the amount and quality of guidance they received from the supervising reading teacher.
© 2006 by The University of Chicago. All rights reserved.