Access

You are not currently logged in.

Access JSTOR through your library or other institution:

login

Log in through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.

Using Noncertified Tutors to Work with At‐Risk Readers: An Evidence‐Based Model

Darrell Morris
The Elementary School Journal
Vol. 106, No. 4 (March 2006), pp. 351-362
DOI: 10.1086/503636
Stable URL: http://www.jstor.org/stable/10.1086/503636
Page Count: 12
  • Read Online (Free)
  • Download ($14.00)
  • Subscribe ($19.50)
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Using Noncertified Tutors to Work with At‐Risk Readers: An Evidence‐Based Model
Preview not available

Abstract

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.

Page Thumbnails

  • Thumbnail: Page 
1
    1
  • Thumbnail: Page 
2
    2
  • Thumbnail: Page 
3
    3
  • Thumbnail: Page 
4
    4
  • Thumbnail: Page 
5
    5
  • Thumbnail: Page 
6
    6
  • Thumbnail: Page 
7
    7
  • Thumbnail: Page 
8
    8
  • Thumbnail: Page 
9
    9
  • Thumbnail: Page 
10
    10
  • Thumbnail: Page 
11
    11
  • Thumbnail: Page 
12
    12