Reading tutoring for students at academic and behavioral risk: Effects on time-on-task in the classroom

Scott D. Gest, Julia M. Gest

Research output: Contribution to journalArticle

24 Scopus citations

Abstract

This study examined the effects of individual reading tutoring on the time-on-task and student-teacher interactions of students displaying early signs of academic and behavior problems. Participants were 17 students in Kindergarten, Grade 1 and Grade 2 who were rated by classroom teachers as below average in academic skills and above average in aggressive-disruptive behavior. Ten of these students were randomly selected to receive individual tutoring from paraprofessionals. Classroom observations indicated that tutoring had generally positive effects on time-on-task in the classroom but no clear effects on patterns of teacher attention. Among tutored students, increases in time-on-task were largest among children whose reading skill gains were largest. Results suggest that for students with the dual risks of reading and behavior problems, individual reading tutoring may enhance reading skills and lead to meaningful increases in engagement in classroom learning tasks.

Original languageEnglish (US)
Pages (from-to)25-47
Number of pages23
JournalEducation and Treatment of Children
Volume28
Issue number1
StatePublished - Dec 1 2005

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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