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COMPARES THE EFFECTIVENESS of one and two sessions daily of programed tutoring versus directed tutoring when used to supplement classroom teaching of beginning reading in inner city schools. In programed tutoring, a technique derived from learning principles and programed instruction, details of the tutors' activities were tightly controlled by a prescribed sequence of materials and procedural rules which were highly responsive to the individual child's reading performance. Directed tutoring, derived from current teaching theory and practice, was less structured: activities and progress were determined to a greater degree by the tutors' judgment. Not all tutoring treatments were effective. After a year of tutoring, comparison with control groups showed no significant effect upon reading achievement for groups given one or two daily sessions of directed tutoring or one session of programed tutoring. Two sessions of programed tutoring resulted in a relatively large and statistically significant improvement, with the greatest benefit to poor readers. Other findings include relatively high predictability of achievement for tutored children and indications that effectiveness of the tutoring could be increased by closer coordination of tutoring and classroom teaching.
Ellson et al. (Mon,) studied this question.