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| Titel: |
Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough? |
| Auteur: |
Al Otaiba, Stephanie Schatschneider, Christopher Silverman, Eden |
| Verschenen in: |
Exceptionality |
| Paginering: | Jaargang 13 (2005) nr. 4 pagina's 195-208 |
| Jaar: |
2005-12-01 |
| Inhoud: |
The purpose of this research was to investigate the effectiveness of a tutoring intervention provided by community tutors to kindergarten students at risk for reading difficulties. The 73 students were randomly assigned to 1 of 3 conditions: (a) tutoring 4 days a week, (b) tutoring 2 days a week, or (c) a control condition that provided small-group storybook reading 2 days a week. Children were administered reading and phonemic awareness pre- and posttreatment tests. Analyses revealed that students in the 4-day condition outperformed students in either the 2-day or control conditions on 3 reading measures. Effect sizes were .79, .90, and .83 on word identification, passage comprehension, and basic reading skills, respectively. Challenges and implications for managing community tutoring programs are discussed. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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