Articles that cite this article:

When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training

Scott Baker

Russell Gersten

Thomas Keating

Articles that cite this article (and are available online) include:

Allor, J., & McCathren, R. (2004). The Efficacy of an Early Literacy Tutoring Program Implemented by College Students. Learning Disabilities Research and Practice, 19, 116. doi:10.1111/j.1540-5826.2004.00095.x

Belzer, A. (2006). What Are They Doing in There? Case Studies of Volunteer Tutors and Adult Literacy Learners. Journal of Adolescent & Adult Literacy, 49, 560. doi:10.1598/JAAL.49.7.2

Belzer, A. (2006). Less May Be More: Rethinking Adult Literacy Volunteer Tutor Training. Journal of Literacy Research, 38, 111. doi:10.1207/s15548430jlr3802_1

Brown, K., Morris, D., & Fields, M. (2005). Intervention After Grade 1: Serving Increased Numbers of Struggling Readers Effectively. Journal of Literacy Research, 37, 61. doi:10.1207/s15548430jlr3701_3

Gelzheiser, L. (2005). Maximizing Student Progress in One-to-One Programs: Contributions of Texts, Volunteer Experience, and Student Characteristics. Exceptionality, 13, 229. doi:10.1207/s15327035ex1304_4

Morris, D. (2006). Using Noncertified Tutors to Work with At‐Risk Readers: An Evidence‐Based Model. The Elementary School Journal, 106, 351. doi:10.1086/503636

Otaiba, S., Schatschneider, C., & Silverman, E. (2005). Articles: Tutor-Assisted Intensive Learning Strategies in Kindergarten: How Much Is Enough?. Exceptionality, 13, 195. doi:10.1207/s15327035ex1304_2

Pressley, M. (2002). Effective Beginning Reading Instruction. Journal of Literacy Research, 34, 165. doi:10.1207/s15548430jlr3402_3

Spear-Swerling, L., & Brucker, P. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332. doi:10.1007/s11881-004-0016-x