Longitudinal effect of a volunteer tutoring program on reading skills of students identified as at-risk for reading failure: A two-year follow-up study

Matthew K. Burns, Barbara J. Senesac, Benjamin Silberglitt

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, Symington, 2004). The current study conducted a longitudinal examination of the HOSTS program by again assessing the reading skills of 100 elementary students who participated in the Burns et al. study. Results found that students who participated in the HOSTS program during the 2001-2002 school year significantly outperformed students in a control group in both reading fluency and comprehension. In addition, a hierarchical linear modeling of reading quotients between December 2001 and May 2004 found that the HOSTS students demonstrated significantly greater growth than the control students. Limitations and suggestions for future research are included.

Original languageEnglish (US)
Pages (from-to)27-37
Number of pages11
JournalLiteracy Research and Instruction
Volume47
Issue number1
DOIs
StatePublished - Dec 1 2008

Keywords

  • HOSTS
  • Longitudinal research
  • Reading intervention
  • Tutoring

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