Effects of a volunteer tutoring model on the early literacy development of struggling first grade students

Abstract

Abstract This study examines the effectiveness of a one‐on‐one reading intervention using trained tutors. Participants were 49 first‐grade students at risk for reading failure. The three‐step tutoring model included repeated reading of familiar text, explicit coaching in decoding and word‐solving strategies, and reading new books during each 15‐minute session. Pretest and posttest data were collected on measures of phonological awareness, sight word knowledge, and decoding. Analyses revealed significant group differences in each beginning reading area assessed. This tutoring model is a promising intervention for struggling beginning readers and is particularly appropriate for implementation by classroom volunteers.