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A One-to-One Programme for At-Risk Readers Delivered by Older Adult Volunteers

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Title: A One-to-One Programme for At-Risk Readers Delivered by Older Adult Volunteers
Language: English
Authors: Fives, Allyn, Kearns, Noreen, Devaney, Carmel
Source: Review of Education. Oct 2013 1(3):254-280.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 27
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
Descriptors: Reading Programs, Reading Difficulties, Older Adults, Volunteers, Young Children, Disadvantaged Youth, At Risk Students, Elementary School Students, Grade 1, Grade 2, Phonemic Awareness, Word Recognition, Phonics, Self Concept, Reading Comprehension, Vocabulary, Spelling, Gender Differences, Reading Achievement, Attendance, Predictor Variables, Program Effectiveness, Teaching Methods
DOI: 10.1002/rev3.3016
ISSN: 2049-6613
Abstract: This paper is based on a randomized controlled trial (RCT) evaluation of a reading programme delivered by older adult volunteers for at-risk early readers. Wizards of Words (WoW) was targeted at socially disadvantaged children in first and second grade experiencing delays in reading but who were not eligible for formal literacy supports. The programme was effective for phonemic awareness, word recognition, phonic knowledge and children's self-beliefs, but was not effective for reading comprehension, vocabulary, spelling or reading accuracy. The programme was most effective for those children starting with "below average" reading levels and for boys. Programme intensity, school attendance and the child's experience of the programme all predicted response to intervention. Gains in phonemic awareness and phonic knowledge may be explained by the priority given in volunteer training and in programme delivery to the phonics component, and gains in word recognition may be explained by its close association with phonemic awareness and phonic knowledge, as hypothesized by the Simple View of Reading. The findings show that a reading programme delivered by older adult volunteers can have a significant impact on reading skills and self-beliefs of at-risk readers who are not eligible for other formal literacy supports.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1035044
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A One-to-One Programme for At-Risk Readers Delivered by Older Adult Volunteers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fives%2C+Allyn%22">Fives, Allyn</searchLink><br /><searchLink fieldCode="AR" term="%22Kearns%2C+Noreen%22">Kearns, Noreen</searchLink><br /><searchLink fieldCode="AR" term="%22Devaney%2C+Carmel%22">Devaney, Carmel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. Oct 2013 1(3):254-280.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Volunteers%22">Volunteers</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemic+Awareness%22">Phonemic Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/rev3.3016
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper is based on a randomized controlled trial (RCT) evaluation of a reading programme delivered by older adult volunteers for at-risk early readers. Wizards of Words (WoW) was targeted at socially disadvantaged children in first and second grade experiencing delays in reading but who were not eligible for formal literacy supports. The programme was effective for phonemic awareness, word recognition, phonic knowledge and children's self-beliefs, but was not effective for reading comprehension, vocabulary, spelling or reading accuracy. The programme was most effective for those children starting with "below average" reading levels and for boys. Programme intensity, school attendance and the child's experience of the programme all predicted response to intervention. Gains in phonemic awareness and phonic knowledge may be explained by the priority given in volunteer training and in programme delivery to the phonics component, and gains in word recognition may be explained by its close association with phonemic awareness and phonic knowledge, as hypothesized by the Simple View of Reading. The findings show that a reading programme delivered by older adult volunteers can have a significant impact on reading skills and self-beliefs of at-risk readers who are not eligible for other formal literacy supports.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1035044
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1035044
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/rev3.3016
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 254
    Subjects:
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Older Adults
        Type: general
      – SubjectFull: Volunteers
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Phonemic Awareness
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: A One-to-One Programme for At-Risk Readers Delivered by Older Adult Volunteers
        Type: main
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          Name:
            NameFull: Fives, Allyn
      – PersonEntity:
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            NameFull: Kearns, Noreen
      – PersonEntity:
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            NameFull: Devaney, Carmel
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            – D: 01
              M: 10
              Type: published
              Y: 2013
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            – TitleFull: Review of Education
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