ð      “Private tutoring can do much more than merely benefit the student who is experiencing difficulty with a particular subject…Private tutoring can also help the following students in the following ways:

• Private tutoring can help students with learning disabilities to master subjects and study skills 

• Private tutoring can help students who have performed poorly on yearly standardized tests

• Private tutoring can help academically and intellectually advanced students remain challenged—and, therefore, interested in their education—and, because it is customized, one-to-one instruction, private tutoring can go at the accelerated pace necessary for such students

• Private tutoring can help ensure that elementary school students have a firm grasp on academic basics when school systems may be introducing more complex ideas before the basics have been mastered as a result of mandatory end-of-year standardized testing” (Hartzog)

ð      “Ainsworth (1995) suggests an extensive body of literature supports the effectiveness of one-on-one tutoring for its cognitive and emotional benefits. Such tutoring is particularly effective when teachers are used as tutors, although peer tutoring and tutoring by community volunteers have been effective.”

 

ð      “Gold and Horn (1982) studied effects of one-on-one tutoring on youth and adults reading below fifth grade level. They compared pre- and posttest measures of reading for subjects who received one-on-one tutoring from trained volunteers. The subjects made significant gains in general reading and discrete reading subskills, leading the researchers to conclude that trained volunteers can be effective in increasing literacy skills of beginning level learners through one-on-one tutoring. The caveat here is to make sure that the tutors working with beginning level learners have sufficient training to meet the particular needs of this population.”

 

ð      Morrow et al. (1993) contrasted one-on-one tutoring with small group instruction for adults in a volunteer literacy program. Although they found no differences between one-on-one and small group instruction in reading achievement, they did note that students in one-on-one tutoring situations reported having achieved more of their personal goals than did students in small group situations.

 

 

 

Ainsworth, R.G. (1995). “Turning potential school dropouts into graduates: the case for school-based one-to-one tutoring. Research report 95 – 07.” National Commission for Employment Policy, 35.

 

Gold, R.C., & Horn, P.L. (1982). “Achievement in reading, verbal language, listening comprehension and locus of control of adult illiterates in a volunteer tutoring project.” Perceptual and Motor Skills, 54(3), 1243-1250.

 

Hartzog, S. G. (2003). What you should know—and questions you should ask—before you hire a tutor or tutoring company. Retrieved July 3, 2007, from Tutoring Direct Web site: http://www.tutoringdirect.com/index.htm.

 

Morrow, D. H., Block, D., Mundie, K. (1993). Effectiveness of Group Instruction in Adult Literacy Acquisition. Final report to Pennsylvania State Departme nt of Education, Bureau of Adult Basic and Literacy Education. Pittsburgh, PA: Greater Pittsburgh Literacy Council.