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Effective Reading Programs for Struggling Students in the Elementary GradesAuthor(s): Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on effective elementary reading programs. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review examined studies of remedial reading programs and compared them to one another....Researchers found that the most effective strategy for remedial readers was an initial focus on improving classroom instruction methods, followed by one‐on‐one tutoring with an emphasis on phonics for students who continued to struggle."

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The Impact of Individualized Tutoring on Children in Foster CareAuthor(s): Robert Flynn; Robyn Marquis; Marie-Pierre Paquet; Lisa Peeke; Tim Aubry (2012)
This study investigates the impact of individualized tutoring on students’ academic achievement. Specifically, the researchers compared the reading and mathematics abilities (as indicated by test results) of 2 groups of primary school foster children. The first group of students included primary school foster children who received individualized tutoring in reading and mathematics throughout the school year, and the second group included children who did not receive this individualised tutoring.

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Try Literacy Tutoring FirstAuthor(s): Deborah Berrill
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of literacy tutoring:

"In everyday teaching practice, teachers are on the move, circulating to see who needs help and pausing to give individualized, focused support. Yet, some children need significantly more time than teachers with responsibilities to the whole class can provide. Teachers know who these children are and find various ways to support their learning, from pairing them with more able peers and structuring guided reading activities, to providing differentiated instruction with materials for different ability levels. However, some children need still more assistance, both in terms of the frequency and the duration of the support they require. What else can teachers do?"

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