Keywords
After-school counseling
Reading comprehension
Students
Study on hybrid method
Chinese education
Submitted : 2025-06-26
Accepted : 2025-07-11
Published : 2025-07-26
Abstract
This study explores the influence of after-school tutoring on reading comprehension skills of students with dyslexia (DD) in grades 3–5 in China and its participating factors. Using a mixed-methods design, the quantitative data (GORT-4 reading test) of 50 public primary school students in Qingdao and their parents’ feedback were collected through questionnaires, supplemented by semi-structured interviews with eight parents for qualitative analysis. The findings are as follows: (1) Family socioeconomic status and parents’ awareness of DD are the key factors to participate in after-school counseling; (2) The students who participated in the after-school counseling performed significantly better in the GORT-4 comprehension test (P < 0.05); (3) Counseling makes up for the lack of classroom learning through personalized strategies (such as multi-sensory teaching and phonological awareness training), but parents’ psychological support is the core of successful intervention. The necessity of early targeted intervention was emphasized, and practical enlightenment was provided for the educational support system of DD students in China.
References
Mammarella IC, Ghisi M, Bomba M, et al., 2016, Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. Journal of Learning Disabilities, 49(2): 130–139.
Wang LC, Yang HM, 2018, Temporal Processing Development in Chinese Primary School-Aged Children with Dyslexia. Journal of Learning Disabilities, 51(3): 302–312.
Lam SS, Au RK, Leung HW, et al., 2011, Chinese Handwriting Performance of Primary School Children with Dyslexia. Research in Developmental Disabilities, 32(5): 1745–1756.
Huang A, Sun M, Zhang X, et al., 2021, Self-Concept in Primary School Student with Dyslexia: The Relationship to Parental Rearing Styles. International Journal of Environmental Research and Public Health, 18(18): 9718.
Bray TM, 1999, The Shadow Education System: Private Tutoring and Its Implications for Planners. UNESCO International Institute for Educational Planning.
Shi J, Xue H, Fang C, et al., 2022, Can After-School Tutoring Sustainably Empower Preschoolers’ Development? A Longitudinal Study. Sustainability, 14(16): 10144.
Park H, Lin CH, Liu C, et al., 2015, The Relationships Between After-School Programs, Academic Outcomes, and Behavioral Developmental Outcomes of Latino Children from Immigrant Families: Findings from the 2005 National Household Education Surveys Program. Children and Youth Services Review, 53: 77–83.
Slavin RE, Lake C, Davis S, et al., 2011, Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Educational Research Review, 6(1): 1–26.
Johnson KF, Gupta A, Rosen H, 2013, Improving Reading Comprehension Through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students. Mentoring & Tutoring: Partnership in Learning, 21(4): 431–443.
Liu L, Wang J, Shao S, et al., 2016, Descriptive Epidemiology of Prenatal and Perinatal Risk Factors in a Chinese Population with Reading Disorder. Scientific Reports, 6: 36697.
Cai L, Chen Y, Hu X, et al., 2020, An Epidemiological Study of Chinese Children with Developmental Dyslexia. Journal of Developmental & Behavioral Pediatrics, 41(3): 203–211.
Zimmer R, Hamilton L, Christina R, 2010, After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools. Economics of Education Review, 29(1): 18–28.
Aliaga M, Gunderson B, 2002, Interactive Statistics. Pearson Education.
Cooper CJ, Cooper SP, Del Junco DJ, et al., 2006, Web-Based Data Collection: Detailed Methods of a Questionnaire and Data Gathering Tool. Epidemiologic Perspectives & Innovations, 3(1): 1–11.
Harris LR, Brown GT, 2019, Mixing Interview and Questionnaire Methods: Practical Problems in Aligning Data. Practical Assessment, Research, and Evaluation, 15(1): 10.
Patten ML, 2016, Questionnaire Research: A Practical Guide (4th ed.), Routledge.
Lefever S, Dal M, Matthiasdottir A, 2007, Online Data Collection in Academic Research: Advantages and Limitations. British Journal of Educational Technology, 38(4): 574–582.
Wang J, Yan Y, 2012, The Interview Question, in JF Gubrium, JA Holstein, AB Marvasti, KD McKinney (Eds.), The SAGE Handbook of Interview Research: The Complexity of the Craft (2nd ed.), Sage, 231–242.
Kvale S, Brinkmann S, 2009, Interviews: Learning the Craft of Qualitative Research Interviewing (2nd ed.), Sage.
Kvale S, 2003, The Psychoanalytical Interview as Inspiration for Qualitative Research, in MV Angell, SK Schneider (Eds.), Qualitative Psychology: A Practical Guide to Research Methods, American Psychological Association, 201–218.
Taylor MC, 2005, Interviewing, in I Holloway (Ed.), Qualitative Research in Health Care, Open University Press, 39–55.
Cohen MJ, Riccio CA, Hynd GW, 1999, Children with Specific Language Impairment: Quantitative and Qualitative Analysis of Dichotic Listening Performance. Developmental Neuropsychology, 16(2): 243–252.
Crossman K, 2013, The Effects of an After-School Program on Elementary Students’ Reading Comprehension, Doctoral dissertation, University of Pittsburgh.
Martin WE, Bridgmon, KD, 2012, Quantitative and Statistical Research Methods: From Hypothesis to Results, Wiley.
Wiederholt JL, Bryant BR, 2001, GORT-4: Gray Oral Reading Tests (4th ed.), Pro-Ed.
Weller SC, 1998. Structured Interviewing and Questionnaire Construction, in HR Bernard (Ed.), Handbook of Methods in Cultural Anthropology, AltaMira Press, 365–409.
Creswell JW, Clark VLP, Gutmann ML, et al., 2003, Advanced Mixed Methods Research Designs, in A Tashakkori, C Teddlie (Eds.), Handbook of Mixed Methods in Social & Behavioral Research, Sage, 209–240.
Poth C, Munce SE, 2020, Commentary—Preparing Today’s Researchers for a Yet Unknown Tomorrow: Promising Practices for a Synergistic and Sustainable Mentoring Approach to Mixed Methods Research Learning. International Journal of Multiple Research Approaches, 12(1): 41–46.
Bridges C, 2011, The Correlation Between After-School Tutoring and Reading Scores of At-Risk Third Graders, Doctoral dissertation, Walden University.
Dawadi S, 2021, Thematic Analysis Approach: A Step-by-Step Guide for ELT Research Practitioners. Journal of NELTA, 25(1–2): 62–71.
Dhakal K, 2022, NVivo. Journal of the Medical Library Association, 110(2): 270–272.
McWilliams CA, 2011, Increase Time, Increase Learning: The Impact of an After-School Program on the Reading Achievement of At-Risk Students, Doctoral dissertation, Northeastern University.