Improving student reading skills through tutoring

AmeriCorps tutoring programs do make a difference – more than 70 percent of programs implemented tutoring practices that the research found to be effective in helping struggling students learn to read. The following four program-level effective tutoring practices were significantly related (both individually and in combination) to the greatest gains in student reading skills:

• Tutoring sessions occur at least three times a week. About half (53 percent) of the program directors reported that tutors met with students at least three times a week. A quarter of the program directors indicated that tutors met daily with students. Students in programs where they met with their tutors at least three times per week increased their reading skills scores between pre-test and post-test by 2.1 points more than their peers in programs that met less frequently.
• Tutors receive training both prior to and during the course of tutoring. The majority of program directors (80 percent) noted that training occurred both prior to and during the program year. Students in programs where tutors received training both during and prior to tutoring obtained gains of 2.3 points more on the reading test than students in programs where tutors did not have such training.
• Program is at least moderately or fully implemented. A fully implemented program is one in which all of the components are available and functioning as planned (e.g., staff are hired and working with students, materials are selected and onsite, participants are recruited and involved in activities). One-third of the program directors indicated that their program was fully implemented, with another 47 percent indicating moderate implementation (i.e., most but not all components in place and operating as planned). Thus, 80 percent of programs could be characterized as either fully or moderately implemented. Programs near or at full implementation were more likely to be successful.
• Programs evaluate the effectiveness of their tutoring activities. The majority of program directors (73 percent) reported that they conduct a formal evaluation. Information from the evaluation can contribute to program improvement.