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This article presents quantitative data from an experimental research study investigating the effects of an early intervention tutorial program on at risk children's reading achievement. Preservice teachers in an emergent literacy course served as tutors for at risk first, second, and third graders. The t-tests for independent samples revealed that the experimental group outperformed the control group on the vowels subtest and on total reading score at the first grade level. No statistically significant differences were found in grades two and three.

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