Project Description: Tutoring is researching the effects of alternative forms of one-on-one and small-group tutoring to develop and evaluate effective models of tutoring. While the overall effectiveness of tutoring is well established, many questions remain regarding its optimal uses. For example: (1) Can results similar to those obtained with certified teachers be obtained with paraprofessionals, volunteers, and peer tutors? (2) Must tutoring be one-to-one to be effective, or might one-to-two or more prove nearly as effective? and (3) At which grade level are tutoring interventions most effective?
Beyond these questions, there is also a need to know more about effective models of tutoring. Current tutoring models range from highly structured, programmed approaches which are designed for use by paraprofessionals with limited training to whole language approaches which require substantial training for selected certified teachers. This project is composed of a series of activities that examine the potential of tutoring, specifically as a means of ensuring the success of disadvantaged students at risk of school failure. These activities include: (1) a best evidence synthesis of research on the achievement effects of one-to-one and small group tutoring (Activity 20007); (2) a study of the impact of group size on the effectiveness of tutoring (Activity 20008); and (3) the development and evaluation of a strategic, metacognitive approach to tutoring in reading (Activity 20009).
Project Director: Slavin, Robert E.
Institution: Johns Hopkins University
Activities
Activity ID: 7113-20007
Name of Activity: One-to-One and Small Group Tutoring: A Best-Evidence Synthesis
Description of Activity: This study is researching the effects of alternative forms of one-on-one and small-group tutoring to develop and evaluate effective models of tutoring. This study is a best evidence synthesis of research on the achievement effects of one-to-one and small group tutoring. The synthesis reviews research on alternative forms of one-to-one and small group instruction, including that provided in Chapter 1 pullout programs and in special education pullouts for learning disabled children. Effective tutoring programs that have been or could be used to accelerate the achievement of disadvantaged, at-risk children are emphasized.
During Year 1, a synthesis of research on tutoring and small-group instruction was prepared. In the remaining 4 years, staff developed and evaluated a structured approach to tutoring in beginning reading which emphasized direct teaching of metacognitive strategies for reading. The project also developed tutoring procedures and materials to increase the capabilities of paraprofessionals in conducting one-on-one tutoring. The project has been completed.
Study Design: This best evidence synthesis employs systematic literature search procedures and, as in meta-analyses, uses effect size as a common metric. The researchers also provide a narrative review which focuses on the quality of the evidence under consideration.
Unit of Analysis: The unit of analysis is the individual study.
Generalizability: Because the criteria and techniques used to select research for review are not described, generalizability of the synthesis cannot be determined.
Sample Description: Research for review was selected based on best-evidence synthesis criteria: included one to one instruction delivered by adults to students in the primary grades who are learning to read for the first time; compared the program to traditional instruction in elementary schools over periods of at least four weeks on measures of objectives pursued equally in the experimental and control conditions.
Dependent Variables: The dependent variable is the effectiveness of the tutoring program studied in each investigation reviewed.
Independent Variables: Independent variables are not specified.
External Variables Controlled: Use of control groups in studies are a criterion of best-evidence synthesis.
Statement of Finding(s): Across ten separate studies of cohorts involving five different tutoring methods, effect sizes were substantially positive in every case.
Description of Finding(s): The evaluations of five programs -- Reading Recovery, Success for All, Prevention of Learning Disabilities, the Wallach Tutoring Program, and Programmed Tutorial Reading -- were unanimously positive. Evidence was found for lasting effects, especially if the students continued to receive low-cost follow up. The study also found less retention in grade and fewer referrals to special education for students in these programs. The findings on achievement are compared to the findings of other interventions -- reduction in class size, use of teacher aides, and the use of an extended school year. One-to-one tutoring is seen as a less costly and more effective alternative to these practices.
Are data from the study available? Yes
Principal Investigator (If different from Project Officer)
Project Director: Wasik, Barbara
Institution: Johns Hopkins University
Activity ID: 7113-20008
Name of Activity: Effects of Group Size on the Effectiveness of Tutoring
Description of Activity: This activity is researching the effects of alternative forms of one-on-one and small-group tutoring to develop and evaluate effective models of tutoring. Among programs for students at risk of school failure, structured tutoring programs consistently produce the largest effects on student learning. However, much less is known about the optimum group size for tutoring. This study proposed to employ an experimental design with random assignment to investigate the relative effects of one-to-one, one-to-two, and one-to-four instruction. The study was reconfigured to evaluate one specific structured approach -- One-to-One tutoring as employed in the Success for All program.
During Year 1, a synthesis of research on tutoring and small-group instruction was prepared. In the remaining 4 years, staff developed and evaluated a structured approach to tutoring in beginning reading which emphasized direct teaching of metacognitive strategies for reading. The project also developed tutoring procedures and materials to increase the capabilities of paraprofessionals in conducting one-on-one tutoring. The project has been completed.
Study Design: The evaluations of the Success for All One-to-One tutoring process are included in the results of the evaluations for the overall program, and cannot be separated out.
Unit of Analysis: n/a
Generalizability: n/a.
Sample Description: See descriptions of Success for All evaluation samples.
Dependent Variables:
Independent Variables: The independent variable is group size for tutoring (i.e., one-to-one, one-to-two, or one-to-four).
External Variables Controlled:
Statement of Finding(s): The One-to-One tutoring program developed for use in the Success for All program contributed to the overall positive effects of Success for All.
Description of Finding(s):
Are data from the study available? Yes, in Success for All evaluations.
Project Director: Wasik, Barbara
Institution: Johns Hopkins University
Activity ID: 7113-20009
Name of Activity: Development and Evaluation of a Strategic, Metacognitive Approach to Tutoring in Reading
Description of Activity: This project is researching the effects of alternative forms of one-on-one and small-group tutoring to develop and evaluate effective models of tutoring. In this activity, a structured approach to tutoring in beginning (first grade) reading is developed and evaluated. The approach emphasizes direct teaching of metacognitive strategies for reading, such as teaching students to check their own reading to see if it makes sense and offering correctional strategies when they encounter difficulties. The evaluation of the program compares it to traditional tutoring and regular instruction without tutoring.
During Year 1, a synthesis of research on tutoring and small-group instruction was prepared. In the remaining 4 years, staff developed and evaluated a structured approach to tutoring in beginning reading which emphasized direct teaching of metacognitive strategies for reading. The project also developed tutoring procedures and materials to increase the capabilities of paraprofessionals in conducting one-on-one tutoring. The project has been completed.
Details about study design, unit analysis, etc., cannot be separated out for the tutoring component of Success for All, as no separate evaluations of the tutoring component were conducted. The result of this activity was the development of a fully realized One-to-One tutoring program for use in the Success for All program.
Statement of Finding(s): This activity developed a One-to-One tutoring program, complete with a tutor's manual for implementing tutoring within the Success for All Program model.
Description of Finding(s): Wasik, B. & Madden, N. (1993). Success for All Tutoring Manual. Baltimore MD: Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students.
Are data from the study available? Yes - Manual is available.
Project Director: Wasik, Barbara
Institution: Johns Hopkins University
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