increase the amount of time a child spends reading text while receiving

The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, 1990), an interven-tion for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or paraprofessionals, working under the supervision of a reading specialist, tutored 40 struggling readers twice per week for 45 minutes per session. The tutored group’s instruction included guided reading in leveled texts with controlled vocabulary, word study, and reading for fluency. The control group’s instruction, which was pro-vided daily in a small-group context, featured guided reading and phonics work in the classroom basal reader. Analysis of covariance was used to compare the performance of the two groups on several end-of-year reading measures. Results showed that, overall, the tutored group outperformed the control group on each of the posttest reading measures (standardized and informal). In addition, the subset of students tutored by paraprofes-sionals outperformed the control students. In fact, results indicated that in the structured tutoring context, paraprofessional tutors were almost as effective as certified teachers. There continues to be strong interest in one-to-one intervention for primary-grade students who experience reading difficulties (Hiebert &amp