Skip to Main Content
Frequently Asked Questions
Submit an ETD
Global Search Box
Need Help?
Keyword Search
Participating Institutions
Advanced Search
School Logo
Files
File List
ucin1248100485.pdf (1.58 MB)
ETD Abstract Container
Abstract Header
The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers
Author Info
Ploehs, John Ralph
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485
Abstract Details
Year and Degree
2009, MEd, University of Cincinnati, Education : Elementary/Middle Education.
Abstract
A qualitative case study was completed over approximately a five week period from April 20 to May 25, 2007. The goal of the study was to discover what attitudes, perceptions, and literacy benefits three different middle school reading tutors had in response to tutoring struggling beginning readers. The study also was interested in what the three students reported about self regulating reading strategies used during the tutoring experience. The data collection consisted of methods such as observations, field notes, surveys, interviews, and reading comprehension analysis. The data was then complied and analyzed to create individual cases of each participant, which were then cross-analyzed with each other and compared to established theoretical foundations. The findings and results were consistent with the researcher’s stance that cross-age tutoring experiences and metacognitave strategy use are intertwined in improving a reader’s self-efficacy, which can improve the overall reading literacy of individuals.
Committee
Holly Johnson, Ph.D. (Committee Chair)
Pages
78 p.
Subject Headings
Education
;
Reading Instruction
Keywords
cross-age tutoring
;
self-efficacy
;
middle school
Recommended Citations
Refworks
EndNote
RIS
Mendeley
Citations
Ploehs, J. R. (2009).
The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers
[Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485
APA Style (7th edition)
Ploehs, John.
The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers.
2009. University of Cincinnati, Master's thesis.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.
MLA Style (8th edition)
Ploehs, John. "The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers." Master's thesis, University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485
Chicago Manual of Style (17th edition)
Abstract Footer
Document number:
ucin1248100485
Download Count:
374
Copyright Info
© 2009, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.