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Impact of Supplemental Tutoring Configurations for Preschoolers at Risk for Reading Difficulties

Abstract

Background  

Providing preschoolers at-risk for reading difficulties with additional support is of increasing interest in early childhood
education. However, the research on programming in preschool for this additional support is limited and yields inconclusive
findings.

Objective  

The current studies explore different grouping configurations in a supplemental tutoring program for at-risk preschoolers
in order to provide early childhood educators with guidance on grouping strategies for use in their supplemental instruction.

Methods  

Two grouping configurations are examined via two studies. In Study 1, 45 at-risk preschoolers (18 boys, 27 girls) were selected
and randomly assigned to a one-on-one tutoring or paired tutoring condition. In Study 2, 54 at-risk children (31 boys, 23
girls) were selected and randomly assigned to one of two pairing conditions: with a highly-skilled peer or with a similarly
low-skilled peer. In each study, children received tutoring that supplemented the classroom instruction twice a week over
the academic year.

Results  

In Study 1, children in both conditions made similar gains on the alphabet knowledge and phonological awareness measures and
the one-on-one group outperformed the paired group on receptive vocabulary but the effect size was small. In Study 2, the
children in the matched-pairing condition evidenced a trend toward greater gains than those paired with high-skilled peer
on the phonological awareness measure but not on alphabet knowledge and receptive vocabulary measures.

Conclusion  

The results of studies hold promise for achieving optimal outcomes by providing supplemental instruction to the maximum number
of preschoolers using a dyad model instead of the typical one-on-one model.

  • Content Type Journal Article
  • Category Original Paper
  • Pages 1-16
  • DOI 10.1007/s10566-012-9184-8
  • Authors
    • Carol Vukelich, University of Delaware, Newark, DE, USA
    • Laura M. Justice, Ohio State University, Columbus, OH, USA
    • Myae Han, University of Delaware, Newark, DE, USA
    • Journal Child and Youth Care Forum
    • Online ISSN 1573-3319
    • Print ISSN 1053-1890
Posted in: Journal Article Abstracts on 07/09/2012 | Link to this post on IFP |
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