A randomized trial of individual tutoring for elementary school children with reading and behavior difficulties

Children in Grades K-5, selected for reading and behavior problems, received individual tutoring in a program which aimed to detail a hierarchy of reading skills, locate the point on the hierarchy at which each child should work, and provide enthusiastic social reinforcement for successes. Children were randomly assigned to higher or lower frequency tutoring (one 45-min. session every 1.6 days vs every 8.3 days). The higher frequency group progressed significantly faster in reading than the lower frequency group. Both groups progressed much faster during the time of the intervention than they had before tutoring. Before tutoring, both groups had progressed at about 0.5 grade per year; during tutoring, the higher frequency group progressed at 1.5 grade per year and the lower frequency group at 1.1 grade per year. The subsets of children with verbal ability scores one or two standard deviations below the population mean, as assessed on the Peabody Picture Vocabulary Test, still progressed at average rates of 1.2 grade per year during tutoring. The amount of work students accomplished on a sounding and blending drill predicted reading progress. The intervention cost an average of 1,156 dollars per student per year.     

Reduction in children's symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder during individual tutoring as compared with classroom instruction

Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis. Teachers rated the frequency of symptoms in classrooms before and after tutoring. Tutors rated the frequency of the same behaviors during individual tutoring sessions. Children's ADHD symptoms, as well as oppositional symptoms, were significantly lower in the tutoring sessions than in the classrooms. The effect sizes for the difference between behavior in classrooms and in individual tutoring ranged from 0.7 to 2.5 standard deviations. These effect sizes appear as large as those reported for the effect of stimulant medication on ADHD symptoms. All 30 children at preintervention fit the pattern for ADHD using teachers' ratings of classroom behavior; 87% of them did not meet those DSM criteria using tutors' ratings of behavior in individual sessions. The confound of different raters for the two different settings must be resolved by another study with a new design.     

Leading God’s People: Perceptions of Influence Among African–American Pastors

Journal of Religion and Health - Religious leaders, particularly African–American pastors, are believed to play a key role in addressing health disparities. Despite the role...     

Pilot study of telephone tutoring in reading skills

This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr. per month. Initially, these children were an average of 10.4 yr. old, in average Grade 4.8, and averaged 2.9 grade levels behind their grade expectations on the Slosson Oral Reading Test. Before tutoring the children had progressed on the Slosson at an average of 0.44 grade levels per year (95% CI = 0.30 to 0.57). The children participated in telephone tutoring for an average of 1.5 yr. During tutoring the students progressed at an average of 2.0 grade levels per year (95% CI = 1.2 to 2.8). The rate of progress during tutoring was significantly greater than that before tutoring (p<.001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further.