How Effective Is Code-Based Reading Tutoring in English for English Learners and Preservice Teacher-Tutors?
Abstract
The purpose of this case study was to examine the effects of a code-based reading tutorial in English for eight beginning at-risk readers who were English learners (ELs) and for their preservice teacher-tutors. Eight undergraduate preservice special education teachers tutored the ELs twice weekly for a total of 15 hr to fulfill a required service learning project. Tutoring was provided at the children’s high-poverty elementary school. On average, ELs’ raw scores grew significantly in terms of word attack, passage comprehension, and sound identification. Furthermore, ELs gained an average of .18 standard score points per hour of tutoring on word attack, .38 on word identification, and .30 on passage comprehension. Tutors improved from 57.50% to 99.38% on a reliable test of teacher knowledge of language structure. Practical applications to promote research-based practices and limitations are discussed.
Reference
Journal
Remedial and Special Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- K-12 ESOL
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
- 5-year program offering BA , followed by MA and initial certification
- undergraduate preservice teachers
Preservice Sample Size
8
Other Participant Data
- Students in tutorial setting
Duration of Data Collection
Data Sources
- Comprehensive Test of Phonological Processing
- Peabody Picture Vocabulary Test-Revised 1981
- Reflective journals
- Teacher Knowledge Assessment- Structure of Language (Mather, Bos & Babur, 2001)
- Woodcock-Johnson (W-J) III
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
"Can a brief code-based reading tutoring program in English significantly improve language and reading outcomes for young EL students?"
Is this research question explicit from the manuscript? Yes
"What are the effects of code-based tutoring for pre-service teachers in terms of knowledge about language structure and their ability to teach reading to Els using research-based practices?
Is this research question explicit from the manuscript? Yes