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Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

机译：一项自愿辅导计划对被识别为阅读失败风险学生的阅读技能的纵向影响：一项为期两年的随访研究

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摘要

There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current study conducted a longitudinal examination of the HOSTS program by again assessing the reading skills of 100 elementary students who participated in the Burns et al. study. Results found that students who participated in the HOSTS program during the 2001-2002 school year significantly outperformed students in a control group in both reading fluency and comprehension. In addition, a hierarchical linear modeling of reading quotients between December 2001 and May 2004 found that the HOSTS students demonstrated significantly greater growth than the control students. Limitations and suggestions for future research are included.
机译：最近，人们对志愿者辅导计划产生了兴趣，研究表明提高阅读技能的有效性。先前的研究发现，“帮助一个成功的学生”（HOSTS）自愿性辅导计划在5个月的时间间隔内提高了阅读流利度和理解力（Burns，Senesac和Symington，2004年）。本研究通过再次评估参加Burns等人的100名小学生的阅读技能，对HOSTS计划进行了纵向检查。研究。结果发现，在2001-2002学年参加HOSTS计划的学生在阅读流利度和理解力上均明显优于对照组的学生。此外，在2001年12月至2004年5月之间的阅读商层次线性建模中，发现HOSTS学生的成长显着高于对照学生。包括未来研究的局限性和建议。

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