TY - JOUR
T1 - How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research
AU - Elbaum, Batya
AU - Vaughn, Sharon
AU - Hughes, Marie Tejero
AU - Moody, Sally Watson
PY - 2000/12
Y1 - 2000/12
N2 - A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure, was conducted. Reading outcomes for 42 samples of students (N = 1.539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs.
AB - A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure, was conducted. Reading outcomes for 42 samples of students (N = 1.539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions that used trained volunteers or college students were highly effective. For Reading Recovery interventions, effects for students identified as discontinued were substantial, whereas effects for students identified as not discontinued were not significantly different from zero. Two studies comparing one-to-one with small-group supplemental instruction showed no advantage for the one-to-one programs.
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U2 - 10.1037/0022-0663.92.4.605
DO - 10.1037/0022-0663.92.4.605
M3 - Article
AN - SCOPUS:0034366368
VL - 92
SP - 605
EP - 619
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
IS - 4
ER -