Publication Date


Document Type



Master of Arts in Education (MA)

MA Concentration

Urban Education


Struggling Learners, Critical Thinking, Active Learning, Inquiry, Collaboration


Roger Pence, Pamela A. Redmond, Jim O'Connor


The purpose of this study was to determine the effects of tutorial on the reading comprehension skills of students in a support class. The tutorial process used in the study was adapted from the model created by Advancement Via Individual Determination (AVID). To measure students' reading comprehension abilities, the study used the Scholastic Reading Inventory (SRI) test before the implementation of the intervention, after five completed tutorial sessions, and at the end of the study. Over the course of the study, the students' SRI scores improved by an average of 115.7 points, roughly the equivalent of one grade-level of growth in only five months, indicating that the collaborative tutorial process positively impacted student growth. Due to these findings, the researcher suggests that tutorial should be implemented into additional reading support classes to assist in the development of students' skills.