ABSTRACT
The mothers and classroom teachers of four 11–12-year-old low progress readers were trained in tutoring procedures that involved delaying attention to child reading errors, providing cues to help correct errors and praising specific reading strategies and achievements. A multiple baseline design across subjects was used to evaluate the effects of tutor training in both home and school settings. Baseline measures showed that one class teacher delayed attention to child errors and two teachers provided appropriate prompts, while the parents showed no occurrence of the tutoring behaviours. Following training, both teachers and parents applied the specific tutoring behaviours and these behaviours were shown to persist across a three to five week maintenance period during which the experimenter reduced training and feedback to tutors and at three one-month follow-up assessments. Pre-tests showed the children to have reading age levels three to five years behind an expected level for their chronological age. Post-tests showed the children to have an average gain in reading level of 28 months (range 24–48 months).
