Helping Low Readers in Grades 2 and 3: An After-School Volunteer Tutoring Program

Morris, Darrell; Shaw, Briony; Perney, Jan

doi:10.1086/461642

Cited by 80 publications

(59 citation statements)

References 9 publications

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“…First of all, attendance at tutoring sessions is not an issue for employed paraprofessionals, as it can be for some volunteers. A second advantage is that paraprofessional tutors, at least in this study, required less supervision than did the volunteer tutors described in the Howard Street (Morris et al, 1990) and Book Buddies (Invernizzi et al, 1997) interventions. After providing some initial model teaching and assistance with lesson planning, the supervisors in the present study stopped by approximately once every eight lessons to check on their paraprofessional tutors.…”

Section: Using Paraprofessionals As Reading Tutorsmentioning

confidence: 93%

“…TStr eet tutoring model (Morris, Shaw, & Perney, 1990), an interven-& Perney, 1990), an interven-& tion for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial.…”

Section: T He Present Study Replicated the Original Evaluation Of Thementioning

confidence: 99%

“…The Howard Street Tutoring Program (Morris et al, 1990) was another volunteer effort that focused on struggling readers beyond first grade. In this after-school program conducted in an urban Chicago neighborhood, college students, community residents, and suburbanites tutored struggling second-and third-grade readers two times per week for 60 minutes per session.…”

Section: Broadening the Intervention Focus: Beyond Gradementioning

confidence: 99%

“…Under the close supervision of a reading specialist, the volunteer tutors provided the children with systematic instruction in guided reading, word study, writing, and reading for fluency. The results from the Howard Street study (Morris et al, 1990) suggest that a volunteer tutoring program that serves struggling second-and thirdgrade readers might be an important complement to a first-grade intervention. That is, providing less intensive, but ongoing, tutoring to intervention students who do not reach grade-level expectations at the end of first grade may help them reach grade level by the end of second or third grade (see Morris, 2003).…”

Section: Broadening the Intervention Focus: Beyond Gradementioning

confidence: 99%

“…However, the writing component of the original Howard Street tutorial (Morris et al, 1990) was omitted so that the lesson would fit within a 45-minute time frame.…”

Section: Treatment Group Instructionmentioning

confidence: 99%

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Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively

Brown

Morris

Fields

2005

Journal of Literacy Research

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The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or paraprofessionals, working under the supervision of a reading specialist, tutored 40 struggling readers twice per week for 45 minutes per session. The tutored group's instruction included guided reading in leveled texts with controlled vocabulary, word study, and reading for fluency. The control group's instruction, which was provided daily in a small-group context, featured guided reading and phonics work in the classroom basal reader. Analysis of covariance was used to compare the performance of the two groups on several end-of-year reading measures. Results showed that, overall, the tutored group outperformed the control group on each of the posttest reading measures (standardized and informal). In addition, the subset of students tutored by paraprofessionals outperformed the control students. In fact, results indicated that in the structured tutoring context, paraprofessional tutors were almost as effective as certified teachers.

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Section: Using Paraprofessionals As Reading Tutorsmentioning

confidence: 93%

Section: T He Present Study Replicated the Original Evaluation Of Thementioning

confidence: 99%

Section: Broadening the Intervention Focus: Beyond Gradementioning

confidence: 99%

Section: Broadening the Intervention Focus: Beyond Gradementioning

confidence: 99%

“…However, the writing component of the original Howard Street tutorial (Morris et al, 1990) was omitted so that the lesson would fit within a 45-minute time frame.…”

Section: Treatment Group Instructionmentioning

confidence: 99%

See 3 more Smart Citations

Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively

Brown

Morris

Fields

2005

Journal of Literacy Research

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A one‐to‐one programme for at‐risk readers delivered by older adult volunteers

Fives

Kearns

Devaney

et al. 2013

Review of Education

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This paper is based on a randomized controlled trial (RCT) evaluation of a reading programme delivered by older adult volunteers for at-risk early readers. Wizards of Words (WoW) was targeted at socially disadvantaged children in first and second grade experiencing delays in reading but who were not eligible for formal literacy supports. The programme was effective for phonemic awareness, word recognition, phonic knowledge and children's self-beliefs, but was not effective for reading comprehension, vocabulary, spelling or reading accuracy. The programme was most effective for those children starting with 'below average' reading levels and for boys. Programme intensity, school attendance and the child's experience of the programme all predicted response to intervention. Gains in phonemic awareness and phonic knowledge may be explained by the priority given in volunteer training and in programme delivery to the phonics component, and gains in word recognition may be explained by its close association with phonemic awareness and phonic knowledge, as hypothesized by the Simple View of Reading. The findings show that a reading programme delivered by older adult volunteers can have a significant impact on reading skills and self-beliefs of at-risk readers who are not eligible for other formal literacy supports.Wizards of Words (WoW) is a one-to-one reading programme delivered by older adult volunteers for socially disadvantaged children in first and second grade at-risk of reading failure. Volunteers are aged 55 and over, and receive training and ongoing support from two project leaders with professional backgrounds in early education. Although inspired by Experience Corps in the US (Morrow-Howell et al., 2009b;Lee et al., 2011) WoW is an innovative programme designed and delivered by Barnardos in two cities in Ireland. WoW adopts a balanced literacy approach, combining both whole language and phonics strategies, and the WoW logic model posits that socially disadvantaged children at-risk of reading failure should benefit from one-toone support from older adult volunteers who are trained in reading instruction and who also can serve as role models (Barnardos, 2008a).At-risk readers are children having problems with literacy acquisition in first or second grade (i.e., aged 6-to 8-years-old) and who are as a result more likely to experience academic failure, with problems experienced at this stage leading to less frequent reading and further reading delays (Stanovich, 1986). The most efficient and effective methods to address the difficulties of at-risk readers begin with early prevention and intervention (Pullen et al., 2004) and as Elbaum et al.'s (2000)

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Group Interventions in Schools

Harpine

2008

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Helping Low Readers in Grades 2 and 3: An After-School Volunteer Tutoring Program

Cited by 80 publications

References 9 publications

Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively

Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively

A one‐to‐one programme for at‐risk readers delivered by older adult volunteers

Group Interventions in Schools

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