A Second Year of One-on-One Tutoring

An Intervention for Second Graders With Reading Difficulties

CIERA Report #3-019

Mary Claiborne Fowler, Laura M. Lindemann,
Susan Thacker-Gwaltney, and Marcia Invernizzi

University of Virginia

CIERA Inquiry 3: Policy and Profession
What are the effects of a second year of one-on-one intervention on the literacy development of struggling second grade readers?

Twenty-six children participated in the study and were assigned to either a second year of intervention or a control group that received no further intervention services. Participants in the intervention group attended 45-minute tutorials from October through May of the school year. Lessons included reading for fluency, word study instruction, and integrated reading and writing instruction. On all outcome measures, the intervention group means were higher than the control group means, although statistical tests did not yield significant differences between the groups. Additionally, all of the children in the treatment group were reading on or above grade level by the end of the second year of intervention. The findings from this study suggest that many children identified as struggling readers early in their school careers may need at least two years of intense intervention to achieve grade level expectations.









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