Bethanie C. Pletcher, M. Nicol, Tracy D. Harper, Michelle Hollenbaugh, R. Johnson, Michele Staples
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引用次数: 0
Abstract
Abstract The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children’s reading skills and their tutors’ (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken during visits with the tutors were sources of data. Analysis of the assessment data revealed there were no significant differences between scores of the groups of children. Analyses of the tutor surveys and tutor visit observation forms revealed that serving as tutors in the program provided robust learning experiences for the tutors. Implications for the program include making adjustments in how the tutors are trained to provide reading intervention as well as how the lessons might be altered to ensure children who need additional support catch up to their peers.
期刊介绍:
Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.