Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral Reading Fluency

Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral... Abstract: This study evaluated the effectiveness of high school tutors’ implementation of Great Leaps Reading (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of oral reading, immediate feedback, and tutee participation in graphing their own fluency data. Four high school tutors and four sixth grade special education students with mild disabilities served as participants. Data were collected on the within-program phonics, sight phrases, and story passages. The generalization measure was oral reading fluency on grade-level expository reading material after every third session. One replication of a multiple probe design across students was used to evaluate the procedure. Results included successful program implementation by the tutors, improved oral reading fluency by the tutees, and positive reactions to the sessions by both groups of students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Tutoring Middle School Students with Disabilities by High School Students: Effects on Oral Reading Fluency

Education and Treatment of Children , Volume 37 (1) – Jan 25, 2014

Loading next page...
 
/lp/west-virginia-university-press/tutoring-middle-school-students-with-disabilities-by-high-school-c9BAEbUdTp
Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
See Article on Publisher Site

Abstract

Abstract: This study evaluated the effectiveness of high school tutors’ implementation of Great Leaps Reading (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of oral reading, immediate feedback, and tutee participation in graphing their own fluency data. Four high school tutors and four sixth grade special education students with mild disabilities served as participants. Data were collected on the within-program phonics, sight phrases, and story passages. The generalization measure was oral reading fluency on grade-level expository reading material after every third session. One replication of a multiple probe design across students was used to evaluate the procedure. Results included successful program implementation by the tutors, improved oral reading fluency by the tutees, and positive reactions to the sessions by both groups of students.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jan 25, 2014

There are no references for this article.