[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-159464-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-159464-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effectiveness-of-a-tutor-studentone-to-onemethod-of-teaching-reading-to-functionally-illiterate-inmates-at-the-illinois-state-penitentiary-monograph-series-no-1","The Effectiveness of a Tutor-Student(One-to-One)Method of Teaching Reading to Functionally Illiterate Inmates at the Illinois State Penitentiary - Monograph Series No. 1","","This monograph evaluates whether adult prison inmates reading below a third-grade level can significantly improve reading using a tutor-student one-to-one teaching method supported by flashcards. The study involved 10 functionally illiterate voluntary participants, assessed through pre- and post-testing and tutored for 50 one-hour sessions by six inmate tutors and the investigator. Three hypotheses were supported, showing reading gains after the tutoring phase and further improvement with flashcards, and recommending additional research on attitudinal change.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effectiveness-of-a-tutor-studentone-to-onemethod-of-teaching-reading-to-functionally-illiterate-inmates-at-the-illinois-state-penitentiary-monograph-series-no-1/159464/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effectiveness-of-a-tutor-studentone-to-onemethod-of-teaching-reading-to-functionally-illiterate-inmates-at-the-illinois-state-penitentiary-monograph-series-no-1/159464.png","ImageObject",300,407,{"name":42,"@type":43},"Anda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-03","2026-08-29",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What teaching method does the monograph evaluate for improving reading?","Question",{"text":63,"@type":64},"It evaluates a tutor-student one-to-one tutoring method, supplemented with flashcards, to support reading improvement for adults reading below the third-grade level.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were participants selected and how long did tutoring last?",{"text":68,"@type":64},"Ten functionally illiterate adult prison inmates were selected voluntarily. They received individualized tutoring in fifty one-hour sessions.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main results of the tutoring program?",{"text":72,"@type":64},"The study accepted three hypotheses: participants improved their reading level after the tutor-student method, showed improvement after completing 50 one-hour lessons, and further increased reading level using flashcards.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},159464,1788018377,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144},962075006959,"https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297","ED 110937  \nAUTHOR  \nTITLE  \nINSTITUTION  \nPUB DATE  \nNOTE  \nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFIERS  \nA BSTRACT  \nCs 002089  \nDinges,Rodney F.  \n# The Effective ness of a Tutor-Student(One-to-One)Method of Teaching Reading to Functionally IlliterateInmates at the Illinois State Penitentiary,MenardBranch,Menard,Illincis.Correctional EducatorsMonograph Series,No.1.\n\nAmerican Bar ASsociation,Washington,D.C.Clearinghouse for Offender Literacy Programs.;  \nAmerican Correctional Association,College Park,Md.;National Association for Public Continuing and AdultEducation,Washington,D.C.7533p.  \nMF-$0.76 HC-$1.95 Plus Postage  \n*Adult Basic Education;*Correctional Education;*Individual Instruction;Prisoners;Reading  \nImprovement;*Reading Instruction;Reading Research;Teaching Methods;*Tutoring*0ffender Literacy Programs  \nThe purpose of this study was to determine whether ornot adult prison inmates reading_below the third-grade level cansignificantly increase their reading level by the use of a  \ntutor-student teaching method,supplemented by the use of flashcards.The subjects in this study were 10 functionaliy illiterate adultprison inmates,selected on a voluntary basis.They were pre-andposttested and were tutored on an individualized basis for 50one-hour sessions by six inmates and the investigator.Followinganalyses of the data,three hypotheses were accepted:adult prisoninmates reading below the third-grade level will increase theirreading level by use of a tutor-student(one-to-one)teaching method;adult prison inmates wil1 show reading improvement through the use ofthe tutor-student system after 50 one-hour lessons;and adult prisoninmates will,after completion of the tutor-student system,furtherincrease their reading level through the use of flashcards.Furtherstudy of positive attitudinal changes which occur while using anindividualized teaching method is recomme nded.(LL)  \n***********************************************************************Documents acquired by ERIC include many informal unpublished **materials not available from other sources.ERIC makes every effort**to obtain the best copy available.nevertheless,items of marginal **reproducibility are often encountered and this affects the quality **of the microfiche and hardcopy reproductions ERIC makes available   **via the ERIC Document Reproduction Service(EDRS).EDRS is not**responsible for the quality of the original document.Reproductions **supplied by EDRS are the best that can be made from the original.   ************************************************************************  \nU.5.DEPARTMENT OF HEALTH,  \nEDUCATIONLWELFARE  \nNATIONALINSTITUTE OF  \nEDUCATION  \nTHIS ooCUMENT HA5 BEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT PDINTS OF VIEW OR OPINIONSSTATEO 0O NOT NECE5SARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY,  \nCorrectional Educators Monograph Series,No.1  \nED110937  \nTHE EFFECTIYENESS 0F A TUTOR-STUDENTMETHOD  (0F TEACHING READING T0FUNCTIONALLYILLITERATE INMATESAT THEILLINOIS STATE PENITENTIARY  \nscOPIE OF INTEREST NOTICE  \nTho FRIC Facility has asigned  \nto:  \nIn our judgement,this documentis also of interest to the claaring-  \nhousp npted to the rioht.Indax-  \ning should reflect their sDecinlpoints of view.  \n## THE CLEARINGHOUSE FOROFFENDER LITERACY PROGRAMS\n\nA Joint Project of:  \nAmerican Bar AssociationCommission on Correctional Facilities and Services  \n680  \n200  \nS门  \n## A MONOGRAPH SERTES FOR CORRECTIONAL EDUCATORS\n\nNO.  I  \nBYRODNEY F.DINGES  \n## THE CLEARINGHOUSE FOR OFFENDER LIIERACY PROGRAMS\n\nSPONSORED BY  \nAMERICAN BAR ASSOCIATION COMMISSION ONCORRECTIONAL FACILITIES AND SERVICES  \nAMERICAN CORRECTIONAL ASSOCIATION  \nNATIONAL ASSOCIATION FOR PUBLIC CONTINUINGAND ADULT EDUCATION  \n1705 De Sales Street,N.W.Washington,D.C.20036  \nTHE EFFECTIVENESS OF A TUIOR-STUDENT(ONE-TO-ONE)MEIHODOF TEACHING READING TO FUNCTIONALLY ILIIERATE INMATES AT THEIILINOIS STATE PENIIENTIARY,MENARD BRANCH,MENARD,","cbCaisxmLKn5o9x1","https://ap.wps.com/l/cbCaisxmLKn5o9x1","pdf",657146,33,"English","# Introduction\n## Purpose and study design\n## Findings and implications","[{\"question\":\"What teaching method does the monograph evaluate for improving reading?\",\"answer\":\"It evaluates a tutor-student one-to-one tutoring method, supplemented with flashcards, to support reading improvement for adults reading below the third-grade level.\"},{\"question\":\"How were participants selected and how long did tutoring last?\",\"answer\":\"Ten functionally illiterate adult prison inmates were selected voluntarily. They received individualized tutoring in fifty one-hour sessions.\"},{\"question\":\"What were the main results of the tutoring program?\",\"answer\":\"The study accepted three hypotheses: participants improved their reading level after the tutor-student method, showed improvement after completing 50 one-hour lessons, and further increased reading level using flashcards.\"}]","The Effectiveness of a Tutor-Student(One-to-One)Method of Teaching Reading to Functionally Illiterate Inmates at the Illinois State Penitentiary - Monograph Series No. 1 | PDF",83]