Reading Tutors' Perceptions of the Effectiveness of Tutorial Programs on Reading Achievement of At-Risk Students in a South Texas School District
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| Publicado en: | ProQuest Dissertations and Theses (2010) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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|---|---|---|---|
| 001 | 862055784 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-1-124-56012-0 | ||
| 035 | |a 862055784 | ||
| 045 | 2 | |b d20100101 |b d20101231 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Barganski, Linda M. | |
| 245 | 1 | |a Reading Tutors' Perceptions of the Effectiveness of Tutorial Programs on Reading Achievement of At-Risk Students in a South Texas School District | |
| 260 | |b ProQuest Dissertations & Theses |c 2010 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose of the study was to understand reading tutors' perceptions of the effectiveness of tutorial programs on reading achievement of at-risk students in a South Texas school district. Fifty-eight reading tutors tutoring at-risk students in grades 3-8 were asked to complete a survey entitled “Reading Tutor Survey” and “Characteristics of a tutorial program. Forty-nine participants returned the surveys. The survey revealed reading tutors were not extremely prepared to teach the following reading elements: phonemic awareness; decoding; vocabulary; comprehension; and fluency building. Reading tutors were offered professional development activities by the district but did not take advantage of the activities offered. The activities in which reading tutors chose to participate were: coaching by a fellow teacher, assistance with interpreting data, and grade level meetings devoted to reading. Few reading tutors received assistance in the areas of mentoring, demonstrations, peer study groups observations, and ongoing training. Through the surveys reading tutors shared strong components of their tutorial program. Components included: re-reading familiar stories; word analyses; introducing new stories continually; writing, having tutorials one or two hours weekly; leveled books; coordination of tutorials with classroom instruction; and tutoring the same students during the entire assignment. The study revealed reading tutors believe their tutorial program is effective. Tutors conduct tutorials in small group sessions two to three hours weekly. They use ongoing assessments and observations to determine if at-risk students are making progress in reading. The findings from the study suggest reading tutors should be provided with: relevant professional development; a support system; ongoing training; and feedback throughout the tutoring assignment. | |
| 651 | 4 | |a Texas | |
| 651 | 4 | |a United States--US | |
| 653 | |a Elementary education | ||
| 653 | |a Literacy | ||
| 653 | |a Tutoring | ||
| 653 | |a Effectiveness studies | ||
| 653 | |a Academic achievement | ||
| 653 | |a At risk students | ||
| 653 | |a School districts | ||
| 653 | |a Parent Participation | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Cross Age Teaching | ||
| 653 | |a Educational Change | ||
| 653 | |a Educational Theories | ||
| 653 | |a Education Service Centers | ||
| 653 | |a Preschool Education | ||
| 653 | |a Nontraditional Education | ||
| 653 | |a Grade 1 | ||
| 653 | |a Definitions | ||
| 653 | |a Grade 5 | ||
| 653 | |a Educational Needs | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Grade 3 | ||
| 653 | |a Reading Tests | ||
| 653 | |a Reading Skills | ||
| 653 | |a Standardized Tests | ||
| 653 | |a Reading Achievement | ||
| 653 | |a Miscue Analysis | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2010) | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/862055784/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/862055784/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |