Creating an Adaptable Literacy Tutoring System for Elementary-Age Students in New York City Foster Care

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI:10.1080/02568543.2023.2220767

Ginny A. Dembek, Mark Lauterbach, S. Datchuk

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引用次数: 0

Abstract

ABSTRACT The researchers present a case study of an ongoing literacy tutoring program for elementary-age students in foster care. The first two authors collaborated with the education program at The New York Foundling, and created a multi-component, data-based program modification to guide tutors to virtually assess and teach core literacy skills. The program combined explicit instruction, fluency building, and ongoing critique of student needs through formative assessments. Students in foster care face significant challenges and begin tutoring with complex stories. The researchers found that using a dynamic approach in tutoring allowed the majority of students in foster care enrolled to make growth in literacy skills during the COVID-19 pandemic. The experimental design was a single-group, pre-to-posttest design with intermittent, repeated measures. Tutors provided detailed responses to a usability survey to assist in better understanding the complex nature of working with this population. Future directions for the program and implications for working with this vulnerable population were discussed.

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在纽约市寄养中心为小学生创建一个适应性强的识字辅导系统

摘要研究人员介绍了一项正在进行的针对寄养小学适龄学生的识字辅导计划的案例研究。前两位作者与纽约基金会的教育项目合作，创建了一个多组件、基于数据的项目修改，以指导导师虚拟评估和教授核心识字技能。该课程结合了明确的教学、流利性培养和通过形成性评估对学生需求的持续批评。寄养家庭的学生面临着巨大的挑战，开始用复杂的故事进行辅导。研究人员发现，在新冠肺炎大流行期间，使用动态辅导方法可以让大多数寄养学生提高识字技能。实验设计为单组、测试前至测试后设计，采用间歇性、重复性测量。导师们对可用性调查提供了详细的回应，以帮助更好地理解与这一人群合作的复杂性。讨论了该计划的未来方向以及与这一弱势群体合作的影响。

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来源期刊

Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.