Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students.
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| Title: | Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students. |
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| Authors: | Denton, Carolyn A.1, Anthony, Jason L.2, Parker, Richard3, Hasbrouck, Jan E. |
| Source: | Elementary School Journal. Mar2004, Vol. 104 Issue 4, p289-305. 17p. 4 Charts. |
| Subject Terms: | *Intelligent tutoring systems, *Tutors & tutoring, *Education, *Phonics, *Language & languages, *Bilingualism |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 12855979 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Denton%2C+Carolyn+A%2E%22">Denton, Carolyn A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Anthony%2C+Jason+L%2E%22">Anthony, Jason L.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Parker%2C+Richard%22">Parker, Richard</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hasbrouck%2C+Jan+E%2E%22">Hasbrouck, Jan E.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Elementary+School+Journal%22">Elementary School Journal</searchLink>. Mar2004, Vol. 104 Issue 4, p289-305. 17p. 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1086/499754 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 289 Subjects: – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Education Type: general – SubjectFull: Phonics Type: general – SubjectFull: Language & languages Type: general – SubjectFull: Bilingualism Type: general Titles: – TitleFull: Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Denton, Carolyn A. – PersonEntity: Name: NameFull: Anthony, Jason L. – PersonEntity: Name: NameFull: Parker, Richard – PersonEntity: Name: NameFull: Hasbrouck, Jan E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2004 Type: published Y: 2004 Identifiers: – Type: issn-print Value: 00135984 Numbering: – Type: volume Value: 104 – Type: issue Value: 4 Titles: – TitleFull: Elementary School Journal Type: main |
| ResultId | 1 |
