Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
One-to-one literacy tutoring has been promoted as a solution for an increasing number of children who are struggling with reading in the regular classroom. This tutoring refers to an individual tutor working with a single child on literacy activities (Wasik & Slavin, 1993). This type of tutoring is said to be effective (Wasik & Slavin, 1993). One-to-one tutoring, for example, allows for supplemental reading time and the chance for more reading to occur. Morris (1990), notes that "an opportunity to learn to read is of critical importance" (p. 134 ). This opportunity is reflected in an individual tutoring situation which can allow for students to make considerable progress in reading (Cloward, 1967). According to Juel (1996), one-to one tutorials may expand the interaction of the tutee with learning materials and allow for more intense learning time.
Year of Submission
1998
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
Department
Division of Reading and Language Arts
First Advisor
David B. Landis
Second Advisor
Charline J. Barnes
Date Original
1998
Object Description
1 PDF file (43 leaves)
Copyright
©1998 Kimberly R. Staebell
Language
en
File Format
application/pdf
Recommended Citation
Staebell, Kimberly R., "Literacy Tutoring: A Qualitative Study on Tutor and Tutee Interactions" (1998). Graduate Research Papers. 1813.
https://scholarworks.uni.edu/grp/1813
Comments
If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with the URL.