THE EFFECTIVENESS OF ONE-TO-ONE TUTORING BY COMMUNITY TUTORS FOR AT-RISK BEGINNING READERS

One-to-one instruction, while highly desirable for children with the l owest reading skills, is not often available, It could be provided by nonprofessional tutors in the community, however, One aim of this stud y was to determine whether a one-to-one phonologically based tutoring program that incorporates many features of successful early reading pr ograms and that is delivered by nonprofessional tutors is effective wi th first-grade students at risk for reading failure, Forty at-risk fir st graders who did not differ on reading skill prior to the interventi on were randomly assigned to one of two groups, The treatment group re ceived 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks, The control group received only the r egular reading instruction in their classrooms, The treatment group ou tperformed the control group on all reading, decoding, spelling and se gmenting, and writing measures, with effect sizes averaging .21, .35, .37, and .19, respectively, Differences were significant on only one n onword reading and one spelling measure; however, a second aim was to determine the effects of the tutors' ability to implement the lessons scripted for them, Tutors who implemented the program with a high degr ee of fidelity achieved significant effect sizes in each early reading skill area assessed, Results support the potential of nonprofessional tutors to supplement early reading instruction, and prevent learning disabilities in at-risk children.