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Saturday May 16, 2020
AUTHORS:
Megan Osterhout, Hannah Clemens, and Jessica Bridge
FACULTY: Dr. Sally Brown
DEPARTMENT: Education
A large number of literacy studies and interventions focus on students of younger grades, but fewer investigations have focused on literacy interventions after grade 3. The purpose of the Literacy Learning Tutoring Project, an exploratory research case-study, was to examine the impact of literacy interventions on grade 4 or 5 students implemented one-on-one by preservice teachers – who also served as the student researchers. The researchers were individually paired with upper elementary students, with whom they collected pre- and posttest data, set instructional goals aligned with the students' individual literacy needs, conducted a series of intervention sessions, monitored student progress, and analyzed results. Overall, the researchers found that individualized, one-on-one reading interventions for upper-elementary students is a successful strategy for a multitude of reasons: 1) it helps reduce the deficit of skills between the student and their peers; 2) the individual student and teacher relationship promotes student confidence, motivation, and engagement, which factor into student success; and 3) it serves as an opportunity to pinpoint the areas where the student lacks, develop a plan for improvement, and provide the student with the resources and opportunities to succeed. The interventions and findings from the three case studies will be shared.
The College of Idaho 2112 Cleveland Blvd Caldwell, ID 8360 USA 208-459-5011 800-2C-IDAHO