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Volunteer Support in the Primary Classroom: The long‐term impact of one initiative upon children's reading performance
Author(s) -
Elliott Julian,
Arthurs Jane,
Williams Robert
Publication year - 2000
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920050000962
Subject(s) - disadvantaged , intervention (counseling) , reading (process) , psychology , storytelling , class (philosophy) , tutor , pedagogy , term (time) , mathematics education , medical education , developmental psychology , political science , medicine , physics , quantum mechanics , linguistics , philosophy , narrative , artificial intelligence , psychiatry , computer science , law
This article reports an evaluation of the effectiveness of a volunteer tutor reading intervention. Volunteers were provided with instruction and supervision in order that they might assist class teachers in the teaching of reading. A strong emphasis upon phonological awareness and storytelling underpinned the programme. Intervention took place in reception classes in three socially disadvantaged schools that could provide parallel classes to serve as controls. Assessment immediately after the intervention, and 3 years later, indicated that children receiving the volunteer intervention failed to make greater progress than same‐school controls. The article considers a number of possible reasons for the apparent failure of the intervention and concludes by cautioning against simplistic expectations that additional adult support should necessarily lead to gains in children's learning.