Effects of Tutoring in Phonological and Early Reading Skills on Students at Risk for Reading Disabilities

  • Jenkins J
  • Pool K
  • Vadasy P
  • 6

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Abstract

Twenty-three first-graders at risk for learning disabilities received one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, explicit decoding, writing, spelling, and reading phonically controlled text. Participants significantly outperformed controls on measures of reading, spelling, and decoding. (Contains references.) (Author/CR)

Author-supplied keywords

  • Decoding [Reading]
  • EDUCATION, Primary
  • Early intervention
  • LANGUAGE & languages
  • LEARNING disabilities
  • ORTHOGRAPHY & spelling
  • Reading skills
  • Tutoring

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Authors

  • Joseph R Jenkins

  • Kathleen Pool

  • Patricia F Vadasy

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