A Randomized Controlled Trial Evaluation of Time to Read, a Volunteer Tutoring Program for 8-9 Year Olds

Sarah Miller, Paul Connolly

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

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 languageEnglish
Pages (from-to)23-37
Number of pages15
JournalEducational Evaluation and Policy Analysis
Volume35
Issue number1
Early online date1 Mar 2013
DOIs
Publication statusE-pub ahead of print - 1 Mar 2013

Keywords

  • tutoring
  • literacy
  • randomized controlled trial

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