scholarly journals TEACHING MATH SKILLS TO AT-RISK STUDENTS USING HOME-BASED PEER TUTORING

2007 ◽  
Vol 40 (2) ◽  
pp. 223-237 ◽  
Author(s):  
Kristin H. Mayfield ◽  
Timothy R. Vollmer
Keyword(s):  
At Risk ◽  
Peer Tutoring ◽  
At Risk Students ◽  
Math Skills ◽  
Teaching Math ◽  
Home Based

The Effect of Parent Participation in Strategies to Improve the Homework Performance of Students Who Are At Risk

1998 ◽  
Vol 19 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Kevin Callahan ◽  
Joyce A. Rademacher ◽  
Bertina L. Hildreth
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
At Risk Students ◽  
Management Program ◽  
Self Management ◽  
At Risk Youth ◽  
Primary Role ◽  
Students At Risk ◽  
Home Based ◽  
Homework Quality

The effect of teaching parents of at-risk students to facilitate a home-based self-management program to improve homework performance and academic achievement was Investigated. The parents of 26 sixth- and seventh-grade students from two middle school programs for at-risk youth received training and implemented home-based self-management and reinforcement strategies. Results indicated that overall levels of homework completion and homework quality increased significantly for those students whose parents consistently implemented the 10-week homework program. Significant increases in mathematics achievement also occurred. These results suggest that the practice of homework may be an important element of academic programming for students at risk and students with disabilities and that parents may play a primary role in the homework process.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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