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Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students.
- Source :
-
Mentoring & Tutoring: Partnership in Learning . Nov2013, Vol. 21 Issue 4, p431-443. 13p. - Publication Year :
- 2013
-
Abstract
- The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 13611267
- Volume :
- 21
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Mentoring & Tutoring: Partnership in Learning
- Publication Type :
- Academic Journal
- Accession number :
- 92983039
- Full Text :
- https://doi.org/10.1080/13611267.2013.855861