A yankee tutor in Gillingham’s court

Abstract

Subjects were 224 elementary, middle, and high school special education students receiving Gillingham tutorial services during the academic year 1983–1984. The majority of students had received prior service. Some of the students were in semi-self-contained classes (nonmainstreamed for academics). All students were given an individual intelligence test. Pretest and posttest scores (ten school months interval) were obtained in oral and silent reading and in spelling. Younger students commenced tutoring with strengths in oral reading (decoding and comprehension). Progress was made at the rate of more than one-half the expectancy for the nonspecial education student. Students commenced tutoring with approximately one classroom grade deficiency in silent reading comprehension and progressed, too, at the rate of more than one-half the expectancy of nonspecial education students. Spelling showed the greatest deficit at the time tutoring commenced and the least improvement. The same overall pattern but at a lower skill level prevailed with the semi-self-contained students. Parents, administrators, and referring agents recognized the success of the program. The modest cost of the training program has implications for other school systems.