ERIC Number: EJ696176
Record Type: Journal
Publication Date: 2004-Mar
Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students
Denton, Carolyn A.; Anthony, Jason L.; Parker, Richard; Hasbrouck, Jan E.
Elementary School Journal, v104 n4 p289 Mar 2004
Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read Naturally, consisted of repeated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using subtests of the Woodcock Reading Mastery Tests-Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no significant effects for students in the repeated reading condition.
Descriptors: Tutoring, Phonics, Bilingual Students, Reading Instruction, English (Second Language), Second Language Learning, Comparative Analysis, Measures (Individuals), Teaching Methods
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Grade 3; Grade 4; Grade 5
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78751
IES Cited: ED497258; ED544197