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As reported by the Office of the Under Secretary Planning and Evaluation Service
U. S. Department of Education 1997
Research has consistently shown that well-designed tutoring programs that use volunteers and other nonprofessionals as tutors can be effective in improving children's reading skills. Students with below-average reading skills who are tutored by volunteers show significant gains in reading skills when compared with similar students who do not receive tutoring from a high-quality tutoring program. Peer or cross-age tutors also show gains in reading skills. Students who are tutored (henceforth "tutees") and tutors, in the case of peer or cross-age tutors, often demonstrate higher self-esteem and positive attitudes toward school. Among the features of tutoring programs associated with the most positive gains are extensive training for tutors, formal time commitments by tutors, structured tutoring sessions, careful monitoring of tutoring services, and close relationships between classroom instruction and curriculum and the tutoring services provided. Students with severe learning disabilities require special tutoring services, which can be provided by professionals, combined with nonprofessionals under careful supervision.
What research shows about tutoring
What research shows about high-quality implementation
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