Abstract
Tutoring is commonly employed to prevent early reading failure, and evidence suggests that it can have a positive effect. This article presents findings from a large-scale (n = 734) randomized controlled trial evaluation of the effect of Time to Read—a volunteer tutoring program aimed at children aged 8 to 9 years—on reading comprehension, self-esteem, locus of control, enjoyment of learning, and future aspirations. The study found that the program had only a relatively small effect on children’s aspirations (effect size +0.17, 95% confidence interval [0.015, 0.328]) and no other outcomes. It is suggested that this lack of evidence found may be due to misspecification of the program logic model and outcomes identified and program-related factors, particularly the low dosage of the program.
Original language | English |
---|---|
Pages (from-to) | 23-37 |
Number of pages | 15 |
Journal | Educational Evaluation and Policy Analysis |
Volume | 35 |
Issue number | 1 |
Early online date | 1 Mar 2013 |
DOIs | |
Publication status | Published online - 1 Mar 2013 |
Keywords
- tutoring
- literacy
- randomized controlled trial