Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers |
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| Authors: | Katharine Pace Miles Mark D Lauterbach Dana M Murano Ginny A Dembek |
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| Institution: | 1. Early Childhood, Brooklyn College, Brooklyn, New York, USA;2.  https://orcid.org/0000-0002-5039-8921;4. Graduate Center, Educational Psychology, City University of New York, New York, New York, USA;5. Childhood, Bilingual, and Special Education, Brooklyn College, Brooklyn, New York, USA |
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| Abstract: | The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?ps?d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?2007 Ehri, L. C., Dreyer, L. G., Flugman, B., &; Gross, A. (2007). Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414–448.Crossref], Web of Science ®] , Google Scholar]) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. |
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| Keywords: | Tutoring early literacy instruction struggling readers paraprofessionals |
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![ORCID Icon]({"type":"image","src":"/templates/jsp/images/orcid.png"} "ORCID Icon")
https://orcid.org/0000-0002-5039-8921;4. Graduate Center, Educational Psychology, City University of New York, New York, New York, USA;5. Childhood, Bilingual, and Special Education, Brooklyn College, Brooklyn, New York, USA