From Struggle to Success: Evaluating Tutoring Interventions on Reading Proficiency Among K-2 Students in Rural Alaska
Keywords:
reading proficiency, tutoring interventions, rural Alaska, dyslexia, early identification, evidence-based practicesAbstract
This study investigates the effectiveness of tutoring interventions on reading proficiency among K-2 students in rural Alaska. Despite the critical role of reading proficiency in academic success, many rural areas face challenges in implementing evidence-based practices and identifying struggling readers early. Drawing on document analysis and literature review, this research explores the impact of dyslexia, limited resources, and instructional practices on reading outcomes. Findings reveal limited implementation of evidence-based practices, challenges in early identification and intervention, and the significant impact of dyslexia and other learning differences on reading proficiency. However, targeted interventions utilizing evidence-based, multi-sensory approaches have shown promise in improving reading skills among struggling readers. The study suggests the importance of teacher training, early identification programs, and community involvement to support reading development in rural Alaska. By addressing these challenges and implementing effective interventions, we can work towards improving reading outcomes for K-2 students in rural communities.
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Copyright (c) 2024 Santiago B. Hubahib Jr., Jercellyn Joy G. Dagoc, Loida Marie S. Gumera, Marlene G. Padigos, Ronalyn Cuyno (Author)
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