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.
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.
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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Neyer, Rita M."],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Urban, Stanley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-04-24T07:00:00Z","date_published":"2002-04-24T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Decoding and Phonics Inventory; First grade (Education); Reading (Primary); Second grade (Education); Tutors and tutoring","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1491","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Urban, Stanley"]},{"key":"dc:creator","label":"Author","values":["Neyer, Rita M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Decoding and Phonics Inventory; First grade (Education); Reading (Primary); Second grade (Education); Tutors and tutoring","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1491"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
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.
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.
"]},{"key":"dc:title","label":"Title","values":["A study of the effectiveness of a structured tutoring program on student reading skills"]}]}],"canonical_facts":{"dc:contributor":["Urban, Stanley"],"dc:creator":["Neyer, Rita M."],"dc:date.available":["2016-05-18T07:00:00Z"],"dc:description.abstract":["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.
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.
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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1491"],"dc:subject":["Decoding and Phonics Inventory; First grade (Education); Reading (Primary); Second grade (Education); Tutors and tutoring","Disability and Equity in Education"],"dc:title":["A study of the effectiveness of a structured tutoring program on student reading skills"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:14:32Z"}