The relative effectiveness of lecturing,modeling, and role playing in training paraprofessional reading tutors

Three methods of training remedial reading tutors were compared. One group of college student volunteers heard lectures and received written handouts describing seven tutoring skills. Another group received the handouts and observed an expert model demonstrate the skills. A third group was given handouts, practiced the skills, and received feedback on performance. All groups attended eight half-hour training sessions. Data from videotaped tutoring tests indicated all groups made significant improvements in the target behaviors. The group that practiced the skills and received feedback made the greatest gains and was significantly better than the other two groups at the end of treatment. The demonstration group also was significantly better than the lecture group.