Date of Award
6-2017
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Educational Leadership and Curriculum
First Reader/Committee Chair
Stine, Deborah
Abstract
The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and interviews to not only explore the process of tutoring, but also the strategies, learned or otherwise improvised, applied by volunteer and paid tutors. Based on the data and analysis, the researcher identified effective tutoring strategies of early literacy tutors and made suggestions for further research.
Recommended Citation
Cadavid, Mauricio, "LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS" (2017). Electronic Theses, Projects, and Dissertations. 464.
https://scholarworks.lib.csusb.edu/etd/464
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons