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EJ970123 - The Effects of a Volunteer Mentoring Programme on Reading Outcomes among Eight- to Nine-Year-Old Children: A Follow up Randomized Controlled Trial

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ERIC #:	EJ970123
Title:	The Effects of a Volunteer Mentoring Programme on Reading Outcomes among Eight- to Nine-Year-Old Children: A Follow up Randomized Controlled Trial
Authors:	Miller, Sarah; Connolly, Paul; Maguire, Lisa K
Descriptors:	Reading; Reading Comprehension; Mentors; Reading Fluency; Decoding (Reading); Reading Rate; Volunteers; Reading Instruction; Scientific Methodology; Evaluation; Children; Literature Appreciation; Reading Skills; Pretests Posttests; Literacy; Reading Processes; Intervention; Effect Size; Foreign Countries; Control Groups; Reading Improvement; Early Childhood Education
Source:	Journal of Early Childhood Research, v10 n2 p134-144 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-06-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	This article presents the findings of a randomized controlled trial evaluation of the effects of a revised version of the volunteer mentoring programme, "Time to Read." Participating children received two 30-minute mentoring sessions per week from volunteer mentors who carried out paired reading activities with the children. The current trial involved 512 children aged eight to nine years from 50 primary schools. The programme was found to be effective in improving decoding skills (d = +0.15), reading rate (d = +0.22) and reading fluency (d = +0.14) and there was some evidence of a positive effect in relation to the children's aspirations for the future (d = +0.11). However, no evidence was found of the programme having an effect on reading comprehension or reading confidence and enjoyment of reading. The article concludes by suggesting that mentoring programmes using non-specialist volunteers can be effective in improving foundational reading skills but would appear to be less effective in terms of improving higher-order skills such as comprehension. The article also suggests that such programmes are likely to be most effective if concentrating on core reading activities rather than attempting to address reading outcomes indirectly through improving children's confidence or wider enjoyment of reading. (Contains 6 tables and 1 figure.)
Abstractor:	As Provided
Reference Count:	26

Note:	N/A
Identifiers:	Northern Ireland
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1476-718X
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education
Direct Link:	http://dx.doi.org/10.1177/1476718X11407989

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