Date Approved

4-24-2002

Embargo Period

5-18-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Decoding and Phonics Inventory; First grade (Education); Reading (Primary); Second grade (Education); Tutors and tutoring

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to determine if the students in the after school tutoring program made greater gains when receiving tutoring by certified teachers in a consistent structured program when compared to students not enrolled in the program as measured by a pre and post assessment using the Macmillan/McGraw-Hill Informal Reading Inventory and Decoding and Phonics Inventory.

The population for the study consisted of two groups of first and second grade students. Group one (treatment group) attended the tutoring program, which met two times per week. A certified teacher tutored students, one on one. Group two (control Group) did not attend the tutoring program. A pre and post assessment was administered and a comparison was made between the treatment and control groups to determine the difference in gains made by each group.

Results indicate gains in both groups, with a greater gain made by the treatment group. The findings of this study indicate a meaningful difference in the gains made by the treatment group.

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