A study of the effectiveness of a structured tutoring program on student reading skills

<p>The purpose of this study was to determine if the students in the after school tutoring program made greater gains when receiving tutoring by certified teachers in a consistent structured program when compared to students not enrolled in the program as measured by a pre and post assessment using the Macmillan/McGraw-Hill Informal Reading Inventory and Decoding and Phonics Inventory.</p> <p>The population for the study consisted of two groups of first and second grade students. Group one (treatment group) attended the tutoring program, which met two times per week. A certified teacher tutored students, one on one. Group two (control Group) did not attend the tutoring program. A pre and post assessment was administered and a comparison was made between the treatment and control groups to determine the difference in gains made by each group.</p> <p>Results indicate gains in both groups, with a greater gain made by the treatment group. The findings of this study indicate a meaningful difference in the gains made by the treatment group.</p>

Name thesis:degree_name

M.A. in Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2002

Author dc:creator

• Neyer, Rita M.

Contributors dc:contributor

• Urban, Stanley

• Decoding and Phonics Inventory; First grade (Education); Reading (Primary); Second grade (Education); Tutors and tutoring
• Disability and Equity in Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/1491

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2491