Structured tutoring for at risk children in the early years |
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| Affiliation: | 1. Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA, United States;2. United States Public Health Service Commissioned Corps, United States;3. Division of Global HIV and TB, Center for Global Health, Centers for Disease Control and Prevention, Rwanda;4. Division of Global HIV and Tuberculosis, Center for Global Health, Centers for Disease Control and Prevention, Atlanta, GA, United States;5. Division of Global HIV and Tuberculosis, Centers for Disease Control and Prevention, Mozambique;6. Office of the Chief Operating Officer, Office of Safety, Security and Asset Management, Occupational Health Clinic, Centers for Disease Control and Prevention, Atlanta, GA, United States;7. Division of Global HIV and Tuberculosis, Centers for Disease Control and Prevention, Kenya;8. Division of Global HIV and Tuberculosis, Centers for Disease Control and Prevention, Namibia;9. USAID, Cote d''Ivoire;10. Ministry of Gender Equality, Poverty Eradication and Social Services, Namibia;11. Levine College of Public Health Program, Wingate University, Wingate, NC, United States |
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| Abstract: | I estimate the effects of a program of one-to-one instruction (tutoring) in reading and language for at-risk children in grades 1–3. Thirty college and graduate students tutored more than 100 elementary school students during Spring, 1991. Tutors were trained in the techniques used by Reading Recovery and Success for All. Program effects were large and positive. Across all tutored students, 10 hours of tutoring increased ITBS scores by .25–.30 of a grade-equivalent. Students with above-average attentiveness and participation during tutoring averaged a gain of .66 of a grade-equivalent after 10 hours tutoring. Tutoring also showed a positive effect on teachers' judgment of students' conduct. I conclude that, properly trained, nonprofessional tutors offer a cost-effective means to increase the reading performance of at-risk children in the early grades. |
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