Research demonstrates that tutoring increases a child’s reading achievement, confidence and motivation, in addition to a sense of control over his or here reading ability. (Cohen, P.A., Kulik, J.A., Kulik, C.L.C., 1982; Lepper, M.R. and Chabay, R.W., 1998; Topping, K., and Whitely, M., 1990; Merrill, D.C., 1995).]

 

Locally

    - The poorest children live in rural areas.

   - 195 out of the 200 poorest counties are rural.

   - 45% of all poor children live in the South.

   - 61% of all low-income families have no books in their homes.

   - Three of the eight Johnson City elementary schools are Title 1. This    means that at least 60% of the students are on free or reduced lunch.

Nationally

   - In reading, girls slightly outperform boys.

    - The majority of parents report having more than 25 children’s    books in the home.

    - Mothers with lower education and families reporting receipt of welfare    were more likely to report having fewer books in the home ( 0 – 25 books ) than mothers with higher education and families with no reported welfare receipt.

   - The children who do well in reading are also likely to do well in mathematics and general
knowledge.

   - In families with children ages 3 to 5, 54% of those children were read to everyday by a family
member.

   - 42% of children whose mothers had less than a high school education were read to every day
in the last week compared to 73% of children whose mothers’ highest education was college
graduate or graduate or professional school.

   - The more types of reading materials there are in the home, the higher students are in reading
proficiency.

   - About 10 million children have difficulties learning to read.

   - From 10% to 15% eventually drop out of high school.

   - Only 2% complete a four-year college program.

   - Surveys of adolescents and young adults with criminal records show that about half have
reading difficulties.

   - Similarly, about half of youths with a history of substance abuse have reading problems.