Skip to Main Content
 

Global Search Box

 
 
 
 

ETD Abstract Container

Abstract Header

The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers

Ploehs, John Ralph

Abstract Details

2009, MEd, University of Cincinnati, Education : Elementary/Middle Education.
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.
Holly Johnson, Ph.D. (Committee Chair)
78 p.

Recommended Citations

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)