Kalena E. Cortes , Karen Kortecamp , Susanna Loeb , Carly D. Robinson
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引用次数: 0
Abstract
Background
Learning to read is foundational to student success in early elementary school, however many students are not proficient readers by third grade. A large body of research suggests high-impact tutoring is the most effective intervention to help struggling readers, however it can be hard to implement and scale.
Aims
This study presents results from a randomized controlled trial of an early elementary reading tutoring program designed to be feasible at scale.
Sample
Participants were 818 kindergarten students in a large southeastern district in the US who were classified as emergent readers on the district's screening tool.
Methods
Within kindergarten classrooms, eligible students were randomly assigned to receive supplementary early literacy tutoring during the 2021-22 school year. The program embeds part-time tutors into the classroom to provide short bursts of instruction to individual students over the course of the school year. With the support of technology, tutors deliver a sequenced curriculum to students. At the end of the school year, students completed program and district literacy assessments.
Results
Students assigned to the program were over two times more likely to reach the program's target reading level by the end of kindergarten (70% vs. 32%) and scored 0.23-standard deviations higher on an oral reading fluency test than the control group. The results were largely homogenous across student populations and extended to district-administered assessments.
Conclusions
The results at the end of the first year of implementation provide promising evidence of an affordable and sustainable approach for delivering one-on-one personalized reading tutoring at scale.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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