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Researchers who have examined multiple tutoring programs generally agree on the factors that generate the most consistent positive achievement for tutees. Six such factors are:
Close coordination with the classroom or reading teacher
When tutoring is coordinated with good classroom reading practices, students perform better than when tutoring is unrelated to classroom instruction. [Venezky, R. L., & Jain, R. (1996). Tutoring for reading improvement: A background paper; Reisner, Petry, & Armitage, 1990; Jenkins & Jenkins, 1987).
Intensive and ongoing training for tutors
Tutees whose tutors participated in ongoing, intensive training throughout their participation in a Dade County tutoring program outperformed tutees whose tutors did not complete the ongoing training sessions. [Wasik, B. A., & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, pp. 179-200.]
What research shows about tutoring
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