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Displaying 271 - 288 of 288
04/13/2021. Research Study
Examined the effectiveness of Reading Recovery as compared with 3 other instructional models. Treatments included a treatment modeled on Reading Recovery provided by teachers trained in a shortened program, a one-on-one skills practice model, and a group treatment taught by trained Reading Recovery teachers. 403 lowest achieving 1st-grade readers were randomly assigned to 1 of the 4 interventions or to a comparison group. Reading Recovery children performed significantly better on 4 measures (dictation, text reading level, Gates-MacGinitie, and Woodcock) than any of the other treatment groups and the comparison group. A macroanalysis of videotaped lessons revealed that essential program components related to success were one-on-one lessons, the lesson framework, and the Reading Recovery teacher staff development model. (French, Spanish & German abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
04/13/2021. Research Study
Academically focused tutoring programmes for young children have been promoted widely in the US in various forms as promising strategies for improving academic performance, particularly in reading and mathematics. A body of evidence shows the benefits of tutoring provided by certified, paid professionals; however, the evidence is less clear for tutoring programmes staffed by adult volunteers or college students. In this article, we describe a relatively large‐scale university‐based programme that creates tutoring partnerships between college‐aged volunteers and students from surrounding elementary schools. We used a randomised trial to evaluate the effectiveness of this programme for 196 students from 11 elementary schools over one school year, focusing on academic grades and standardised test scores, confidence in academic ability, motivation and school attendance. We discuss the null findings in order to inform the conditions under which student support programmes can be successful.
04/13/2021. Research Study
This study reviews the effectiveness of an extracurricular paired reading program to enhance the reading of struggling readers. For the first time, two program conditions are compared within one study: parent tutors and volunteer tutors. The program was implemented within a randomized controlled field trial; its effects on reading fluency and reading ability were investigated on a sample of 198 Swiss third graders with reading difficulties. The findings revealed that volunteers outperformed parents: Children who trained with volunteers developed significantly better reading fluency after 20 weeks (d = .21). However, the main effects on reading fluency did not last at follow-up and no effects on general reading ability were found. Children with higher reading fluency at the pretest benefitted significantly more than very poor readers (post-test: d = .47; 5 month FU: d = .39). The study highlights the benefit of volunteer tutoring and the necessity of ongoing, adaptive support for very poor readers.
04/13/2021. Research Study
This paper reports on an evaluation study of a non‐professional, school‐based reading help scheme called Volunteer Reading Help (VRH). The adult community volunteers were involved in working twice a week for about 30 minutes on an individual basis with junior school children. The study is in two parts. Part One is a pre‐post experimental study investigating the effectiveness of VRH in improving children's reading and Self‐concept. The children were allocated randomly to either VRH (N‐43) or control‐group (N=38). The findings show no significant VRH‐effect. Part Two is an investigation of VRH as it is provided in practice. The analysis of tape‐recorded sessions (of 15 different Volunteer Reading Helpers) shows many discrepancies between the recommended VRH approach and the actual approach taken in practice, in particular with respect to reading for meaning and talking with children. It is recommended that more professional help for the volunteers might improve their effectiveness.
04/13/2021. Research Study
Examined the effectiveness of the Paired Reading (PR) method, using a competency-based training program with 52 parents of 2nd and 3rd graders receiving Chapter 1 services and 4th graders who received Chapter 1 services the year before. Overall reading improvement was assessed using difference scores obtained on the Paragraph Reading subtest of the Gray Oral Reading Test. Child and parent perceptions of the child's reading skills and reading habits were also assessed. Ss in the PR condition did not improve more than Ss in the control condition on overall reading scores. The small subset of Ss who completed the program did improve more in their overall reading scores than their matched controls. A post-hoc analysis indicated that 2nd and 3rd graders who were receiving Chapter 1 services in school improved in their overall reading scores and that 4th graders who no longer were eligible for Chapter 1 services did not show improvement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
04/13/2021. Research Study
Investigated the effects of 2 parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. 36 2nd-grade students (mean age 7 yrs, 11 mo) and their parents were randomly assigned to 2 treatment groups and a control group. The 15-wk study comprised 5 wks of baseline, 5 wks of treatment, and 5 wks of follow-up. During treatment, tutoring occurred 4 times each week for 20 min per session. Treatment effects were evaluated using curriculum-based measurement. The results show that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon student reading achievement. However, some individual students in LB and CB groups did experience gains in reading achievement. Implications for future endeavors in parent tutoring in reading are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
04/13/2021. Research Study
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers (n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 (n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring (n = 134) or to continue in Tier 1 (n = 78). Progress‐monitoring data were used to identify nonresponders to Tier 2 (n = 45), who were then randomly assigned to more Tier 2 tutoring (n = 21) or one‐on‐one Tier 3 tutoring (n = 24). Tutoring in Tier 3 was the same as in Tier 2 except for the delivery format and frequency of instruction. Results from a latent change analysis indicated nonresponders to Tier 1 who received supplemental tutoring made significantly higher word reading gains compared with controls who received reading instruction only in Tier 1 (effect size = 0.19). However, no differences were detected between nonresponders to Tier 2 who were assigned to Tier 3 versus more Tier 2. This suggests more frequent 1:1 delivery of a Tier 2 standard tutoring program may be insufficient for intensifying intervention at Tier 3. Although supplemental tutoring was effective in bolstering reading performance of Tier 1 nonresponders, only 40% of all Tier 2 students and 53% of Tier 2 responders were reading in the normal range by grade 3. Results challenge the preventive intent of short‐term, standard protocol, multitiered supplemental tutoring models.
04/05/2021. Article
High-dosage tutoring is a research-based practice that can help schools and districts address learning gaps and accelerate learning. This guide highlights important implementation considerations that must be a part of any effective plan to launch high dosage tutoring in your school or district. Many of the practices and resources highlighted in this guide come directly from the National Student Support Accelerator (NSSA). Find a complete set of resources at the NSSA website.
04/05/2021. Article
The National Student Support Accelerator: Launched a new website that includes a summary of current tutoring research, a toolkit to make it easy to launch a new tutoring program or improve an existing tutoring program, and a tutoring program database, along with updated information on the Accelerator’s pilot sites and state-level policy recommendations.
03/18/2021. Article
A new policy brief examines the research evidence behind tutoring and what design principles for tutoring have shown to be important for boosting student achievement. The report is titled Accelerating Student Learning with High-Dosage Tutoring. It’s coauthored by Dr. Carly Robinson, Dr. Matthew Kraft and Dr. Susanna Loeb of the Annenberg Institute at Brown University, as well as Dr. Beth Schueler of the School of Education and Human Development at the University of Virginia.
03/08/2021. Article
The Education Lab conducted a study that demonstrates individualized, intensive (or “high-dosage”) tutoring can double or triple the amount of math high school students learn each year, increase student grades, and reduce math and non-math course failures. The findings, which are the result of an intervention developed by the non-profit organization Saga Education, come as school districts across America grapple with the pandemic’s academic fallout, including significant learning loss among students and the acceleration of pre-existing educational disparities.
03/08/2021. Article
“The pandemic closed a lot of schools and in the process created even greater inequalities in the access students have to good educational opportunities,” said Susanna Loeb, a professor of education at Brown who directs the Annenberg Institute. “Many students weren’t able to connect, both metaphorically — as in, they found virtual learning very difficult — and literally — as in, they didn’t have internet access or the right technology. We came in thinking: ‘What is out there that could really accelerate the learning of students in need so that they don’t lose months or years of progress?’”
03/01/2021. Article
There is near unanimous, bipartisan agreement that tutoring is among the most promising, evidence-based strategies to help students struggling with learning loss.
03/01/2021. Article
The COVID-19 pandemic has set back learning for millions of students and compounded educational inequities in our nation’s schools. Data suggest that the pandemic is disproportionately harming Black, Latinx, and low-income students.
12/03/2020. Article
The original form of personalized learning — tutoring — is about to take a giant step forward. Pandemic-era learning loss has motivated a group of national education leaders to develop an initiative to make "high-impact tutoring" available to all K-12 students, no matter whether their families can afford tutoring or not. When the National Student Support Accelerator, launched by the Annenberg Institute at Brown University, is fully running, it will consist of several components...
11/12/2020. Article
Into this breach has stepped the Annenberg Institute at Brown University, which late last week announced the launch of its National School Support Accelerator. Partly a hands-on tutoring initiative and partly a research project, Annenberg is funding a variety of demonstration tutoring sites throughout the United States to study and refine what we know about tutoring. Eventually, it wants to spin off the project into its own organization.
"The trick, I think, is that when you scale something it's not as good as it is initially," said Susanna Loeb, the director of the Annenberg Institute. "How can we be careful so it scales at quality? What kind of resources are available so we know that it's quality, and they're doing it in a way that the research shows is most effective? That's really what this organization is aiming to do."
11/11/2020. Article
We are excited to share our plans for the National Student Support Accelerator!
The COVID-19 pandemic has widened existing educational inequities, causing an estimated 6 - 12 months of learning loss already. The National Student Support Accelerator’s vision is that all K-12 students in need have access to high-impact tutoring as part of their core educational experience that helps them learn and grow - to addressing COVID-19-related learning loss, and supporting academic success in the long term.