How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research

Journal article

Peer reviewed

Batya ELBAUM, Sharon VAUGHN, Marie TEJERO HUGHES and Sally Watson MOODY

Journal of educational psychology, Vol.92(4), pp.605-619

2000

Abstract

Fundamental and applied biological sciences. Psychology

Pupil and student. Academic achievement and failure

Psychology. Psychoanalysis. Psychiatry

Educational psychology

Psychology. Psychophysiology

Biological and medical sciences

Psychopedagogics. Didactics

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Collaboration types: Domestic collaboration
Citation topics: 6 Social Sciences; 6.69 Language & Linguistics; 6.69.218 Phonological Awareness
Web Of Science research areas: Psychology, Educational
ESI research areas: Psychiatry/Psychology

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Title: How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research
Creators: Batya ELBAUM - University of Miami, United States
Sharon VAUGHN - University of Texas at Austin, United States
Marie TEJERO HUGHES - University of Miami, United States
Sally Watson MOODY - University of Miami, United States
Publication Details: Journal of educational psychology, Vol.92(4), pp.605-619
Publisher: American Psychological Association; Washington, DC
Academic Unit: School of Education & Human Development; School of Education - Teaching & Learning
Language: English
Resource Type: Journal article
Record Identifier: 991031576074202976