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Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
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Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Grantee Submission, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
Peer reviewed Peer reviewed
Direct linkDirect link
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Reading & Writing Quarterly, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at-Risk for Reading Difficulties
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Hank Fien; Jean L. M. Smith; Keith Smolkowski; Scott K. Baker; Nancy J. Nelson; Erin Chaparro – Grantee Submission, 2015
This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties
Peer reviewed Peer reviewed
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Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell's Leveled Literacy Intervention System (LLI). 2009-2010
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Ransford-Kaldon, Carolyn R.; Flynt, E. Sutton; Ross, Cristin L.; Franceschini, Louis; Zoblotsky, Todd; Huang, Ying; Gallagher, Brenda – Center for Research in Educational Policy (CREP), 2010
This report summarizes evaluation results for an efficacy study of the Leveled Literacy Intervention system (LLI) implemented in Tift County Schools (TCS) in Georgia and the Enlarged City School District of Middletown (ECSDM) in New York during the 2009-2010 school year. Developed by Fountas & Pinnell (2009) and published by Heinemann, LLI is…
Descriptors: Reading Achievement, Program Evaluation, Program Effectiveness, Program Implementation