How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research.

Elbaum, Batya; Vaughn, Sharon; Hughes, Marie Tejero; Moody, Sally Watson

doi:10.1037/0022-0663.92.4.605

Cited by 379 publications

(359 citation statements)

References 42 publications

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“…Nonetheless, several recent studies with older students with reading difficulties suggest that interventions may yield effect sizes equivalent to or even higher than in studies of intervention with younger students (Klingner & Vaughn, 2004;Moats, 2004;Olson & Wise, 2006;Torgesen, Rashotte, Alexander, Alexander, & MacPhee, 2003). In fact, in a metaanalysis of one-on-one interventions for students with reading difficulties, older students (grades 4-6) demonstrated higher effect sizes on average than younger students (Elbaum, Vaughn, Hughes, & Moody, 2000). However, the range in effect sizes for students in grades 4-6 was from −.37 to 3.34, revealing that while on average older students benefited from intervention, effect sizes were not consistently positive for older students.…”

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confidence: 91%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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confidence: 91%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

Self Cite

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“…Elbaum, Hughes, Moody, and Vaughn (2000) and Shanahan (1998), in two meta-analyses of over 100 studies of individual tutoring programs, found that, in general, students who received tutoring exhibited greater gains in reading than those who did not.…”

Section: Early Literacy Interventionsmentioning

confidence: 99%

Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners

Francisco

Arias²,

Villers³

et al. 2006

International Journal of Educational Research

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“…Clay, 1985;Wasik & Salvin, 1993;Toregson, 2000;Hiebert & Taylor, 2000;Elbaum, Vaughn, Hughes, & Moody, 2000;D'Agostino & Murphy, 2004;Juel, 1996).…”

Section: Individualized Literacy Instructionmentioning

confidence: 99%

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

Makhoul¹,

Olshtain²,

Ibrahim³

2015

PSYCH

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The current study investigated the role of motivation in promoting reading comprehension skills among at-risk first graders. For this purpose, 20 at-risk first graders were recruited to participate in an interactive one-to-one tutoring reading comprehension intervention program. Following the children and tutors motivation level, four sub-groups were created: highly motivated children/ highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T) and low motivated children/ low motivated tutors (LM-L/LM-T). The children's progress in comprehension measures was documented. Across different time periods greater improvement was obtained among highly motivated children who were tutored by highly motivated tutor. The implications of the current findings were discussed.

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How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research.

Cited by 379 publications

References 42 publications

Response to intervention with older students with reading difficulties

Response to intervention with older students with reading difficulties

Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

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