TUTORING ADOLESCENTS IN LITERACY: A META-ANALYSIS

被引：23

作者：

Jun, Seung Won ^{[1
]}

Ramirez, Gloria ^{[3
]}

Cumming, Alister ^{[2
]}

机构：

[1] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada

[2] Univ Toronto, Modern Language Ctr, Ontario Inst Studies Educ, Toronto, ON, Canada

[3] Thompson Rivers Univ, Sch Educ, Kamloops, BC, Canada

来源：

MCGILL JOURNAL OF EDUCATION | 2010年 / 45卷 / 02期

关键词：

D O I：

10.7202/045605ar

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

What does research reveal about tutoring adolescents in literacy? We conducted a meta-analysis, identifying 152 published studies, of which 12 met rigorous inclusion criteria. We analyzed the 12 studies for the effects of tutoring according to the type, focus, and amount of tutoring; the number, age, and language background of students; and the quality of the research. Despite variability, these studies suggest benefits, notably for cross-age tutoring, reading, and small tutoring programs of lengthy duration.

引用

页码：219 / 238

页数：20

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