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

  • Jenkins J
  • Pool K
  • Vadasy P
  • 6


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.


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

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Joseph R Jenkins

  • Kathleen Pool

  • Patricia F Vadasy

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free