Literacy Tutoring Research Articles

The Effects of Virtual Tutoring on Young Readers: Results From a Randomized Controlled Trial

In-person tutoring has been shown to improve academic achievement. Fewer studies have examined the impact of virtual tutoring and have focused on older students. We present findings from the first randomized controlled trial of virtual tutoring for young children. Students in grades K–2 were assigned to 1:1 tutoring, 2:1 tutoring, or a control group. Virtual tutoring increased early literacy skills by 0.05- SD for all students and 0.08- SD for a sample excluding English learners and students with disabilities (i.e., students not eligible for additional support services). One-on-one tutoring tended to produce larger gains, especially for students initially scoring well below benchmark (0.15- SD). Effects are smaller than typically seen from in-person early literacy tutoring programs but still positive and statistically significant.

DIGITAL LITERACY TUTORING PROGRAM IN HIGHER EDUCATION: EMPOWERING STUDENTS IN THE DIGITAL AGE

This essay reports on the experience of implementing a digital literacy tutoring program for university students, detailing the first seven meetings. Digital literacy emerges as an essential skill in contemporary society, driven by the omnipresence of information and communication technologies (ICT) (Araújo; Glotz, 2014). The program, structured in teaching units, covered everything from basic resources to advanced platforms, seeking to train students in the critical use of digital technologies. The teaching methodology, focused on active participation and collaboration, included dialogued presentations, debates and group exercises. The results demonstrate a significant increase in students' digital skills and a greater awareness of the ethical and responsible use of technologies. The experience reinforces the importance of digital literacy in the university context, preparing students for the challenges of the digital age and thus contributing to digital inclusion.

Lessons from the early literacy tutoring landscape

Since the COVID-19 pandemic, tutoring has gained popularity as a strategy to improve the academic achievement of struggling students. Intensive, relationship-based tutoring is a highly effective academic support for many students. A range of tutoring approaches are available to accelerate young students’ literacy. Sarah Novicoff and Susanna Loeb discuss the research into early literacy tutoring and share the key elements found in effective programs.

Issues that impact on effective family literacy provision in England

This paper raises and discusses a series of key issues that arose during a 20-month evaluation project concerning the impact of family literacy programmes on the skills of parents and their children. Using a range of mixed methods, the research was based on 74 family literacy programmes in England and involved 583 parents and their children. The majority of previous evaluations of family learning have been quantitative and concentrated on children’s literacy outcomes; they have tended to ignore issues from qualitative research (which can both enable and constrain effective provision), many of which are of great interest to policy-makers. The specific issues raised in this paper coalesce around themes of recruitment; accreditation; the educational profile of parents (including the scarcity of men); the physical teaching and learning environment; the competing agendas between local authorities and schools; and planning opportunities between adult family literacy tutors and early years teachers.

Literacy teacher preparation for technology integration: A design experiment

Using formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three rounds to explore and hone 41 preservice-teachers’ (PTs’) preparation for selecting and integrating digital texts/tools in literacy instruction. Each PT submitted about two videos of literacy tutoring sessions (88 total). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across three rounds. Findings showed that shifts in literacy professor’s pedagogy (sharing model videos of digital texts/tools integration) resulted in improved PT’s practices (modeling literacy practices, modeling and guiding digital tool use, transformativeness). Further, findings underscore the importance of design experiments to uncover more effective teacher educator practices.

Creating an Adaptable Literacy Tutoring System for Elementary-Age Students in New York City Foster Care

ABSTRACT The researchers present a case study of an ongoing literacy tutoring program for elementary-age students in foster care. The first two authors collaborated with the education program at The New York Foundling, and created a multi-component, data-based program modification to guide tutors to virtually assess and teach core literacy skills. The program combined explicit instruction, fluency building, and ongoing critique of student needs through formative assessments. Students in foster care face significant challenges and begin tutoring with complex stories. The researchers found that using a dynamic approach in tutoring allowed the majority of students in foster care enrolled to make growth in literacy skills during the COVID-19 pandemic. The experimental design was a single-group, pre-to-posttest design with intermittent, repeated measures. Tutors provided detailed responses to a usability survey to assist in better understanding the complex nature of working with this population. Future directions for the program and implications for working with this vulnerable population were discussed.

The punishment is the reward – why elite Chinese students take supplementary Chinese literacy tutoring despite viewing it as ineffective

Abstract Reward and punishment are basic concepts in psychology. To survive better, humans and animals often need to maximize rewards and minimize punishments and threats. The human brain makes judgments about rewards and punishments based on distinguishing among complex environmental factors and makes decisions about future actions accordingly. Chinese students have spent more than a decade of primary and secondary school education with purposeful, fine-grained time management learning with the goal of success on the college entrance exam (Gaokao). The relationship between rewards and punishments for literacy tutoring at the primary and secondary school levels and the decision-making behavior of students and parents is therefore a question worth exploring. The purpose of this paper is to explore the decision-making mechanisms of elite Chinese students’ participation in or withdrawal from literacy tutoring in Chinese and the factors behind the reward and punishment mechanisms through grounded method analysis. The results show that most elite students and their parents do not believe that language literacy tutoring will significantly improve their chances for better college entrance exam scores, but there is a complex relationship between their decision-making behavior in tutoring and the reward and punishment mechanisms. Literacy improvement, emotional values, parent-child support obligations and even face-saving culture all contribute to students’ and parents’ decision-making behaviors. Choosing tutoring that is not seen as likely to improve test scores is a common phenomenon, which suggests that the punishment itself provides the reward that drives decisions to pursue literacy tutoring.

Using a Literacy Tutor's Reflexive Journaling for Addressing L1 Literacy Gaps in a Central Asian EMI University

Literacy support in an EMI university in Central Asia (CA) helps students with the challenging linguistic demands of tertiary study in a second (foreign) language (L2). As Kazakhstan's post-Soviet education system (Yassukova, 2020) lacks significant first-language (L1) reading-to-write education (Keck, 2014; Friedman, 2019), English L2-literacy development has become even more difficult when compared to other regions of the world. Students’ literacy capabilities need to be investigated by L2-literacy tutors in order to scaffold learning better. Questions emerge as to whether it would help that the tutor had developed her L1 literacy through the same (but chronologically-earlier) system. To unpack this question, research can draw on perspectives in language socialisation (LS) (Duff, 2012), which sees learning environments as dynamic socially/culturally situated processes. To this end, this study looks at one L2-English literacy tutor's (author 2) experiences in a tertiary Foundation writing course. The goal was to see how the tutor’s interpretations of classroom literacy problems could inform the teaching of low L1-literacy students’ writing and metalanguage. For this purpose, we studied the reflective journaling (Burton, 2005) of the tutor who wrote reflective journals during a semester-long course in early 2020. The findings indicate that reflexivity can help a tutor find solutions, and that a similarity of background seems to help a local literacy tutor understand, and respond to, many of their students’ needs.

Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring

Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach writing within a structured literacy tutoring experience to better understand the skills and knowledge of PSTs related to teaching writing. Results indicate PSTs contextualized writing instruction, considered clients’ affect around writing, and used data to inform writing lessons. PSTs were also grappling with specific pedagogical considerations related to writing instruction, offering implications for teacher educators and researchers.   &nbsp

Al-Qur'an Literacy Model in Indonesian Islamic Universities (Case Study at IAIN Kediri, East Java)

This modern research aims to understand the model of al-Qur'an literacy in Islamic universities in Indonesia. This research uses constructivism paradigm with descriptive qualitative approach and case study research type. Research informants consisted of the person in charge of the Qur'an literacy program, managers, tutors, and students. Data were collected using field observations, interviews and documentary techniques, while data analysis was carried out using an interactive model through data condensation, data presentation and conclusion drawing. The results showed that the Al-Qur'an literacy model at the State Islamic Institute (IAIN) Kediri was carried out through the following stages: (1) forming a homogeneous class based on the cognitive competence of students; (2) maximizing the cognitive and affective competencies of the tutors as controllers of the continuity of learning al-Qur'an literacy; (3) maximizing the results of the collaboration of modelling, drilling, and habituation methods in the learning model of al-Qur'an literacy, and (4) strengthening the quality of student reading through tahsin and tashih carried out by tutors and managers of al-Qur'an literacy learning. This literacy model is called MANTEB learning model (Modelling, Observe, Imitate, Tahsin, Evaluate and Familiarize) and has been proven effective by looking at the percentage increase in the competence of reading al-Qur’an of IAIN Kediri students.

The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.

Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study

This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.

Manajemen Pelatihan Permainan Tradisional Edukatif Berbasis Potensi Lokal Dalam Meningkatkan Pengetahuan Dan Keterampilan Orang Tua Anak Usia Dini

The results of this study generally concluded (1) study participants do not yet have advanced literacy skills that are meaningful to the needs of life, because the materials learning materials and learning activities do not fit the needs of local tutors, (2) development of literacy learning model based on local potential of agriculture can significantly empower Indigenous Communities. Local potential is developed into a learning module literacy, literacy tutor training, learning implementation, and evaluation of results provided by the potential skills of local content, (3) implementation of the development of functional literacy learning model based on local potential of agriculture is packaged in three stages, namely preparation, implementation, and evaluation (4) the effectiveness of the development model of literacy learning in study groups to apply model-based functional literacy development of local potential is better when compared with the study group who did not apply the intervention model development study. The effectiveness of model development, learning development and empowerment of remote indigenous communities in literacy programs, with one another have a significant positive relationship. The effectiveness of model development and learning development partially or simultaneously both significant positive effect on the empowerment of remote indigenous communities in the functional literacy program.

Pengembangan Kemampuan Mengajar Tutor dengan Metode Student Centered Learning Pada PKBM Bumi Literasi

The government through the Ministry of Education and Culture has facilitated the community to be able to improve education and living standards through non-formal education (PNF), one of which is called the Community Learning Activity Center (PKBM). PKBM can organize Equality Education Package A/B/C, the legality is regulated in Law no. 20/2003. In organizing this package program, teaching and learning activities in PKBM are guided by teaching staff who are called tutors. However, it is found that tutors who have diverse educational backgrounds, so the skills and teaching methods applied are still very simple and monotonous. This was also found in the PKBM Bumi Literasi located in Sigara-gara Village, Patumbak District, Deli Serdang Regency. Based on the results of interviews and on-site observations, the tutors explained that such teaching methods had an impact on decreasing the learning interest of the learning community. Based on this, the team assumed the need to introduce the Student Centered Learning (SCL) teaching method to all PKBM Bumi Literasi tutors. So, the purposes of community service are to 1) introduce the methods, benefits, and functions of SCL to tutors, 2) explain the types of SCL methods, and 3) provide strategies and recommendations in applying SCL in the learning process. From the results of community service activities, the N-gain number is 0.70, which is normalized into the high category. This shows that after getting knowledge and exposure to material about SCL, the knowledge and teaching ability of PKBM Literacy tutors has increased

A Life in the Day of an Adult Literacy Tutor: A Perspective on Tutoring Adults

A Life in the Day of an Adult Literacy Tutor: A Perspective on Tutoring Adults

How can an adult literacy tutoring program help participants build confidence and meet their goals?

Low literacy in adulthood can be a powerful barrier to opportunity. Our research explored how participation in a free adult literacy program that provides dyadic support can help participants to build confidence and meet their unique literacy goals. We conducted in-depth interviews with 15 randomly-selected adult literacy learners who participated in the program. Respondents had diverse literacy skill gaps and needs, and the program helped them to begin to address these issues. Respondents’ learning goals were more typically directly linked to study or work requirements rather than social needs, and some respondents demonstrated an ongoing commitment to improving their literacy beyond the program, showing an internal locus of control and a lifelong learner orientation. Improvement in literacy for vocational needs had a tangible influence on respondents’ working lives. Some respondents showed an ongoing autonomous effort to build their literacy skills that was related to confidence gained through program participation.

Intent and probability: Parents’ use of NAPLAN-related private literacy tutoring

Parental use of private literacy tutoring has been one of the most controversial of the ‘unintended outcomes’ of the introduction of the National Assessment Program–Literacy and Numeracy (NAPLAN), Australia’s national regimen of literacy testing. Other uses of tutoring–whether NAPLAN-related or not–have attracted less public and research attention. This article reports an exploratory interview study of the implication of NAPLAN in parents’ use of tutoring with children who were in Year 5 in 2017. It describes two categories of NAPLAN-related tutoring (NAPLAN coaching and NAPLAN-responsive tutoring) and a category of tutoring to which NAPLAN was at best incidental. The study theorised NAPLAN as a technology that responsibilises parents for their children’s educational success and life chances. Drawing on concepts from Pierre Bourdieu’s sociology, it theorised parental action on the tutoring market as strategic practice. A relational analytic method was used which looked at the co-occurrence of the three categories of tutoring with categories of performance/ability; risks to achievement and problems in learning; and income and other parental resources. Findings show that NAPLAN-related tutoring was an object of strategies that played out differently according to parents’ perceptions and classifications of their children’s individual ability/performance, the role NAPLAN had served in alerting parents to literacy problems or in certifying a child’s high performance, and the resources the family could deploy as they acted on behalf of their child. Implications for understanding NAPLAN-related tutoring as more probable in some families than in others are drawn, along with a suggestion for further research to quantify the findings of this exploratory study.

MENINGKATKAN LITERASI ANAK-ANAK MELALUI PENDEKATAN KONTEKSTUAL DI KABUPATEN YALIMO, PAPUA

A Slogan says that reading is the world’s window. This expression means that through reading someone is able to see and follow the world’s development, including knowledge. Unfortunately, Indonesian reading habit is still low, especially children’s. This also happens in Yalimo Regency, Papua. As relatively new regency, literacy in the area needs to be improved. This community service initiated various literacy activities to motivate children’s literacy: reading, writing, and numeracy. Contextual approach by adopting environment and socio-cultre is used. This community service was conducted for a month on August 2019 in two districts, namely District Elelim and District Abenaho. The result showed that the contextual approach used in learning process drove the children to be more enthusiastic in learning reading, writing and numeracy. Hopefully, this kind activity will be continued by the stakeholders, literacy tutors, and parents to improve literacy in Yalimo Regency. Keywords: contextual literacy, Elelim, Abenahoi, Yalimo Regency.

Timor-Leste 1974–1975: Decolonisation, a nation-in-waiting and an adult literacy campaign

Abstract This article contributes to the strand of research within the New Literacy Studies that has investigated the ways in which adult literacy campaigns are bound up with social and political movements. The focus is on the adult literacy campaign initiated in Timor-Leste in 1974, as the process of decolonisation from Portugal got underway. This campaign was based on a Freirean approach to adult literacy and was initiated by Timorese students returning from Lisbon. The article draws on archival research and oral history interviews with people who volunteered to serve as adult literacy tutors at the time. The analysis presented in the main body of the article provides insights into the nature of the training, and into the tutors’ own understandings of the purpose of the campaign and of adult literacy pedagogy. It also draws attention to the difficult conditions in which this short-lived campaign was conducted in 1974 and 1975. The final section of the article details the worsening nature of the conditions encountered after the Indonesian invasion of December 1975 and concludes that, despite the constraints imposed by these conditions, this campaign has had an enduring symbolic legacy in the field of adult literacy education in Timor-Leste.

Examining closely a semester of structured literacy tutoring can help preservice teachers become more prepared to teach writing

In recent years, there has been an increased focus on preparing preservice teachers (PSTs) as writing instructors; nevertheless, very little is known about how well they are prepared to engage with student writers over an extended period of time. In order to have a better understanding of the abilities and knowledge that PSTs have about teaching writing, we investigate how well equipped PSTs are to teach writing within the context of an organised literacy tutoring experience. Based on the findings, it appears that PSTs contextualised writing instruction examined clients' effects surrounding writing and used data to inform writing sessions. In addition, PSTs were also struggling with unique pedagogical problems linked to writing instruction, which offered consequences for researchers and educators in the field of education.