Project Title
Connection between Tutoring Format Type and Reading Scores of Elementary Aged Children
Domain
Social Sciences
Abstract
Extant research shows that response to intervention (RTI) individual and small group interventions increase children’s reading skills; however, little information is available that investigates whether the type of intervention format makes a difference in learning to read. The Early Childhood Longitudinal Study, Kindergarten class (ECLS-K) database was used to identify third-grade children who received individual, small group, or combined individual and small group tutoring, to increase their reading skills. The current study compared reading scores associated with each intervention type to determine which reading intervention format was most beneficial. The results from this study showed that children receiving small group intervention had higher reading scores than those receiving individual or combined interventions. In addition, a significant difference was found between the small group and combined formats. These results show the benefits of small group tutoring for elementary-aged children that could be beneficial in early prevention and identification of children who are struggling in reading.
Mentor Name
Teri Nowak
Mentor Email
teri.nowak@eku.edu
Recommended Citation
Moates, Emma T.; Nowak, Theresa M.; and Gore, Jonathan S.
(2020)
"Connection between Tutoring Format Type and Reading Scores of Elementary Aged Children,"
Kentucky Journal of Undergraduate Scholarship: Vol. 4:
Iss.
1, Article 3.
Available at:
https://encompass.eku.edu/kjus/vol4/iss1/3
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Psychology Commons, School Psychology Commons, Special Education and Teaching Commons