A Volunteer-Tutoring Program in Reading: Examining the growth in reading achievement of elementary grade Students with SLD in a tutoring based intervention
Abstract
This evaluation examined the effects of a supplemental reading intervention for students identified with specific learning disabilities in reading, and who had at least one reading goal listed on their current IEP. All consented participants in the study presented with below grade level on fall benchmark scores on DIBELS 6th ed. Revised. Participants consisted of a treatment group, those who received supplemental reading instruction in addition to core + special education services and a control group of students who received only core + special education services. The students in the treatment group received 26 weeks of Project MORE instruction delivered multiple times each week from trained volunteer tutors. Using a regression-discontinuity design, condition and comparison groups were compared on reading development growth using DIBELS ORF. Significant findings were reported for grade 2, 3, and 4.
Recommended Citation
Hampton, David D.; Morrison, William F.; Rizza, Mary; and Osborn, Jan
(2015)
"A Volunteer-Tutoring Program in Reading: Examining the growth in reading achievement of elementary grade Students with SLD in a tutoring based intervention,"
Ohio Journal of Teacher Education: Vol. 29:
No.
2, Article 5.
Available at:
https://www.exhibit.xavier.edu/ojte/vol29/iss2/5
