Literature Review Matrix for Struggling Readers Author Wright and Clearly Title Year Kids in the 2006

tutor Seat: Building Schools Capacity to help Struggling Readers Through a Cross-Age Peer Tutoring Program A Comparison 2003 of TeacherDirected versus PeerAssisted Instruction to Struggling First Grade Readers Using 2006 Noncertified Tutors to Work with At-Risk Readers: An EvidenceBased Model Beyond 2008 tutoring: Afterschool Literacy Instruction Content Third and fourth graders were selected and trained to be tutors for second and third graders. The tutees showed progress in reading fluency while the tutors did not show as much improvement.

Mathes, Torgesen, ClancyMenchetti, Santi, Nicholas, Robinson, and Grek Morris

Teacher-directed groups and peerassisted groups were compared to a control group without differentiated instruction. Both the teacherdirected and peer-assisted groups progress more than the control group, however the teacherdirected groups showed more growth than the peer-assisted group. Volunteers and paraprofessionals were trained to tutor students. These trained tutors worked with low academic students and those students made progress more than the control group. Graduate students were trained to tutor students during an afterschool tutorial program. Twentyfour fourth grade students were tutored at a K-5 school. The tutored students reading ability improved, and the graduate students received the benefit of good preparation for their teaching career. Chapter 1: The text reveals that lower achieving students are not given the higher-order thinking skills. Chapter 4: The authors express their opinion about how to help

Saddler and Staulters

Gambrell, Morrow, and Pressley

Best Practices in Literacy Instruction

2007

Literature Review Matrix for Struggling Readers struggling readers. They prefer using strategies in the classroom versus pullouts. They suggested using high-quality instruction along with specialize help from expert specialist.

Literature Review Matrix for Struggling Readers

Algozzine, Marr, Kavel, and Dugan

Using Peer Coaches to Build Oral Reading Fluency

200 9

Marr and Dugan

Using Partners to Build Reading Fluency Building Fluency, Word Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehensio n

200 7

Wilfong

200 8

A study was conducted about the usage of peer coaches to help with reading fluency. Sessions consisted of 10-12 minute sessions three times a week. The students had a fluency folder and were able to chart his/her progress. The fluency of those who participated in the program was improved. Struggling readers were assigned peers to be their coaches. The teacher gathered reading passages on the independent level of the participants. There was a prescribed way for the peers to conduct the session. Volunteers from the community were assigned to help third graders in the Poetry Academy. Poetry was placed in fluency folders. The volunteers were given a specific set of directions to follow. The students made progress.

Rasinski, Homan, and Biggs

200 9

Fluency difficulties can have an effect on struggling readers. Fluency must be modeled and monitored. Appropriate materials must be made available.

Rasinski

200 3

Fluency is a very important part of the lifestyle of a good reader. There are many strategies to use to provide students with the necessary tools to build fluency.

Literature Review Matrix for Struggling Readers

References Algozzine, B., Marr, M., Kavel, R. L., & Dugan, K. (2009). Using peer coaches to build oral reading fluency. Journal of Education for Students Placed at Risk, 14, 256-270. Gambrell, L. B., Morrow, L., & Pressley, M. (2007). Best practices in literacy instruction. New York London: The Guilford Press. Marr, M., & Dugan, K. (2007). Using partner to build reading fluency. Preventing School Failure, 51, 52-54. Mathes, P. G. et al. (2003). A comparison of teacher-directed versus peer-assisted instruction to struggling first-grade readers. The Elementary School Journal, 103, 459-479. Morris, D. (2006). Using noncertified tutors to work with at-risk readers: an evidence-based model. The Elementary School Journal, 106, 351361. Rasinski, T. V. (2003). The fluent reader: oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic Professional Books. Rasinski, T., Homan, S., and Biggs, M. (2009). Teaching reading fluency to struggling readers: method, materials, and evidence. Reading & Writing Quarterly, 25, 192-204. Saddler, B., & Staulters, M. (2008). Beyond tutoring: after-school literacy instruction. Intervention in School and Clinic, 43, 203-209. Wilfong, L. G. (2008). Building fluency, word recognition ability, and confidence in struggling readers: the poetry academy. The Reading Teacher, 62, 4-13. Wright, J., & Cleary, K. S. (2006). Kids in the tutor seat: building schools' capacity to help