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Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors
ARTICLE

, University of Teacher Training Bern, Switzerland ; , University of Teacher Training Freiburg, Switzerland ; , University of Teacher Training Lucerne, Switzerland ; , University of Freiburg, Switzerland ; , , University of Teacher Training Lucerne, Switzerland ; , University of Teacher Training Freiburg, Switzerland

Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

Villiger, C., Hauri, S., Tettenborn, A., Hartmann, E., Näpflin, C., Hugener, I. & Niggli, A. (2019). Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors. Learning and Instruction, 60(1), 54-65. Elsevier Ltd. Retrieved November 13, 2019 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.11.004

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