The effects of structured one-on-one tutoring in sight word recognition of first-grade students at-risk for reading failure

This study evaluated the effects of using the Edmark Reading Program, Level 1, to develop sight-word vocabulary in first graders at risk for reading failure. This program is a highly structured approach based on providing explicit, direct instruction that is intensive, focused, and not of brief duration. The 62 students receiving the intervention attended three schools with high numbers of economically disadvantaged students in rural Louisiana and were selected as being in the 20-30 percent of students most at risk for reading disabilities. Half of the students received 15 minutes per day of one-on-one tutoring using the Edmark program by volunteer college students. Control group students were read to aloud in small groups for an equal amount of time. The study found that one-on-one tutoring using the Edmark Reading Program was successful in increasing the sight word vocabulary and comprehension skills of the students. (Contains 36 references.) (DB)
Authors citation
Mayfield, L. G.
Year of Study
2000
Subject
Literacy
Program Evaluated
Edmark Reading Program
Tutor Type
Paraprofessional
Duration
16 weeks
Sample size
60
Grade Level(s)
1st Grade
Student-Tutor Ratio
1
Effect Size
1.06
Study Design
Randomized Controlled Trial
Full citation
Mayfield, L. G. (2000). The effects of structured one-on-one tutoring in sight word recognition of first-grade students at-risk for reading failure