A Tutoring Program for Adolescents Seriously Deficient in Reading

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Abstract
A highly structured tutoring project was used to teach reading to ten seventh and eighth grade students reading between the second and fifth grade level. Tutors for the program were college students. Instruction was not individualized. Rather, each student was placed in one of three consecutive programs accordant with his ability and proceeded through that program in a prescribed manner. Within a program, only pacing was individualized. If a student completed a program during the year, he began work in the next higher one. Results on the Spache Diagnostic Reading Scales indicated a mean gain of 1.4 grade levels. Results further indicated that nine of the ten students made gains of 1 year or better.

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