TUTORING
Implementation Method
1. One-on-one
a. Adult volunteers
b. Certificated teachers
c. Paraprofessionals
2. Small group (2 to 6 students)
a. Adult volunteers
b. Certificated teachers
c. Paraprofessionals
3. Peer tutoring
a. Same age
b. Cross age
Criteria for Success
“Highly trained tutors have consistently produced better tutoring
results. In general, tutors are effective because they give students
more personalized attention. However, over time this effect tends to
fade, and students resume their earlier learning habits. This is why
the tutor’s professional education, degrees, special credentials, prior
professional experience, and specialized training as a tutor can make
a major difference in ensuring that a student achieves better longterm learning gains” (Gordon, 2009).
“Peer tutors should receive training on methods such as direct
instruction, modeling, and practice sessions, covering such topics as
providing clear instructions, using prompting and positive
reinforcement, providing effective feedback, and systematic error
correction. Peer tutees should receive training on following
instructions, responding to questions, applying feedback
appropriately, seeking clarification when needed, and requesting
help that will promote independent problem solving” (Center for
Prevention Research and Development, 2009).
1. Training for all types of tutors should include opportunities for professional development
in content, skills, and cultural competency (Bixby et al., 2011; Barley et al., 2002; Center for
Prevention Research and Development, 2009).
2. Tutoring programs should be structured around principles of learning and follow a
sequentially arranged, systematic approach (Center for Prevention Research and
Development, 2009).
3. Tutoring practices should be adapted according to student progress (Barley et al.,
2002; Center for Prevention Research and Development, 2009).
4. Tutoring interventions should be aligned with school district curriculum (Bixby et al.,
2011).
5. A program evaluation model should be used to monitor program goals and student
outcomes, including entrance, exit, and retention strategies (Bixby et al., 2011).
Characteristics Associated with Success
1. Positive tutor-tutee relationships (Bixby et al., 2011)
2. Frequent and consistent tutoring schedule with a minimum of 90 minutes per week (Bixby
et al., 2011)
TUTORING
Topics/Content Specific to ELA
“Surveys of targeted groups of students who are tutored in reading have shown positive results for
students’ self-confidence as readers, motivation to read, and views of their control over their
reading abilities” (U. S. Department of Education, 2001).
1.
2.
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4.
TO BE COMPLETED BY PANEL
Topics/Content Specific to K-4 ELA
“The most important strategies for improving early reading instruction and learning have been
identified as creating an appreciation of the written work, developing an awareness of printed
language and the writing system, teaching the alphabet, developing students’ phonological
awareness, developing phonemic awareness, teaching the relationship of sounds and letters,
teaching children how to sound out words, teaching children to spell words, and helping children to
develop fluent, reflective reading” (U. S. Department of Education, 2001).
1.
2.
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4.
TO BE COMPLETED BY PANEL
References
Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping
at-risk students meet standards: A synthesis of evidence-based classroom practices (REL
Deliverable #2002-20). Aurora, CO: Mid-continent Research for Education and Learning.
Bixby, et al. (2011). Best practices for tutoring programs: A guide to quality. Saint Paul Public
Schools Foundation. Retrieved from
http://sppsfoundation.org/sites/default/files/best_practices_for_tutoring_programs__low_res_0.pdf
Center for Prevention Research and Development. (2009). Background Research: Tutoring
Programs. Champaign, IL: Center for Prevention Research and Development, Institute of
Government and Public Affairs, University of Illinois.
Gordon, E. E. (2009). 5 Ways to Improve Tutoring Programs. Phi Delta Kappan, 90(6), 440-445.
U.S. Department of Education. (2001). Evidence that tutoring works. Washington D.C.: Department
of Education, Planning and Evaluation Service, Corporation for National Service.