A COMPARATIVE STUDY OF CROSS-AGE AND PARENT TUTORING IN TWO ESEA TITLE I READING INTERVENTIONS: ACADEMIC AND NON-COGNITIVE CHANGES IN PRIMARY-GRADE STUDENTS

This investigation was designed to determine the effectiveness of two ESEA Title I reading interventions with first- and second-grade children. Pretest/posttest changes over a school year in reading achievement, classroom behaviors and locus of control orientation were measured in (1) subjects in a cross-age tutoring intervention (n = 14), (2) subjects who were tutored by their parents (n = 15), and (3) subjects in a control group (n = 23) who received no help in addition to a standard program of classroom reading instruction. Analyses of variance of mean raw score changes showed the parent group was significantly (p (LESSTHEQ) .05) superior to the cross-age group in nine of sixteen measured dependent variables. When the subjects from the two tutoring groups were combined into one experimental group (n = 29), the analyses of variance showed that the subjects who received an intervention were significantly (p (LESSTHEQ) .05) superior to the control group.