Effects of two tutoring programs on the English reading development of Spanish-English bilingual students

Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read Naturally, consisted of repeated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using subtests of the Woodcock Reading Mastery Tests--Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no significant effects for students in the repeated reading condition. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Authors citation
Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E.
Publication
The Elementary School Journal, 104(4), 289–305
Year of Study
2004
Subject
Literacy
Program Name
Read Naturally
Program Evaluated
repeated reading, contextualized vocabulary, and comprehension instruction
Tutor Type
Paraprofessional
Duration
10 weeks
Sample size
47
Grade Level(s)
2nd Grade,
3rd Grade,
4th Grade,
5th Grade
Student-Tutor Ratio
2.5
Effect Size
0
Study Design
Randomized Controlled Trial
Full citation
Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. The Elementary School Journal, 104(4), 289–305. https://doi.org/10.1086/499754