Considering Tutors' Perspectives: Implications for Tutoring Struggling Readers

This study is an investigation of the perspectives of college students who served as tutors for struggling first-grade readers. Two research questions drove the study: What did the tutors perceive as strengths and weaknesses of the tutoring program? and What possible solutions did they have for addr...

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Bibliographic Details
Published inReading & writing quarterly Vol. 22; no. 4; pp. 357 - 374
Main Authors Allor, Jill H., Cheek, Earl H., Smith, Patricia M., Schorzman, Emma M.
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.12.2006
Routledge
Subjects
College Students
Educational Environment
Feedback
Grade 1
Interviews
Questionnaires
Reading Difficulties
Reading Instruction
Student Attitudes
Supervision
Tutor Training
Tutoring
Tutors
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Summary:This study is an investigation of the perspectives of college students who served as tutors for struggling first-grade readers. Two research questions drove the study: What did the tutors perceive as strengths and weaknesses of the tutoring program? and What possible solutions did they have for addressing any concerns? Quantitative and qualitative data, collected through questionnaires and interviews, suggest that the tutors felt personal satisfaction following their tutoring experiences. The tutors voiced positive comments and expressed concerns in four primary areas: training, supervision, feedback, and setting. Implications are discussed and suggestions are made to address the issues raised.
ISSN:1057-3569
1521-0693
DOI:10.1080/10573560500455760