Helping Children Achieve Literacy Proficiency: A Case Study
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| Title: | Helping Children Achieve Literacy Proficiency: A Case Study |
|---|---|
| Language: | English |
| Authors: | Leonardo Herrera, Richard G. Lambert |
| Source: | Literacy Research and Instruction. 2025 64(4):387-410. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Literacy, Tutoring, Reading Skills, Skill Development, Reading Instruction, Learning Experience, Program Effectiveness, Program Improvement, Grade 1, Grade 2, Grade 3, Reading Achievement, Disadvantaged, Tutorial Programs, Tutors, Attitudes, Tutor Training, Elementary School Students, Emergent Literacy |
| Geographic Terms: | North Carolina (Charlotte) |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| DOI: | 10.1080/19388071.2024.2341862 |
| ISSN: | 1938-8071 |
| Abstract: | A single embedded case study was conducted to examine the benefits students experience from participating in the Augustine Literacy Project -- Charlotte (ALP) Tutoring Program, specifically regarding the positive outcomes in students' reading proficiency development. A survey was administered to 135 tutors, followed by person-to-person semi-structured interviews with 12 tutors. Additionally, scores on pre- and post-assessments were analyzed to determine students' progress in their literacy skills. A comparison of mean scores at the beginning and end of the school year showed a statistically significant difference for all the reading components assessed in the DIBELS and the ALP assessments. Findings from this study suggest that ALP-Charlotte administrators and tutors have worked effectively to help struggling readers achieve higher levels of literacy proficiency. The strengths identified in the ALP program are the tutoring approach, the tutor training program, the relationship between tutors and students, student access to individualized instruction, and the program's general structure. Likewise, recommendations for program improvement were also identified, which included offering ongoing training throughout the school year, diversifying the tutor population, strengthening the relationship between tutors and other tutors, parents, and teachers, and dealing with distracting factors and student behavior issues. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490679 |
| Database: | ERIC |
| Abstract: | A single embedded case study was conducted to examine the benefits students experience from participating in the Augustine Literacy Project -- Charlotte (ALP) Tutoring Program, specifically regarding the positive outcomes in students' reading proficiency development. A survey was administered to 135 tutors, followed by person-to-person semi-structured interviews with 12 tutors. Additionally, scores on pre- and post-assessments were analyzed to determine students' progress in their literacy skills. A comparison of mean scores at the beginning and end of the school year showed a statistically significant difference for all the reading components assessed in the DIBELS and the ALP assessments. Findings from this study suggest that ALP-Charlotte administrators and tutors have worked effectively to help struggling readers achieve higher levels of literacy proficiency. The strengths identified in the ALP program are the tutoring approach, the tutor training program, the relationship between tutors and students, student access to individualized instruction, and the program's general structure. Likewise, recommendations for program improvement were also identified, which included offering ongoing training throughout the school year, diversifying the tutor population, strengthening the relationship between tutors and other tutors, parents, and teachers, and dealing with distracting factors and student behavior issues. |
|---|---|
| ISSN: | 1938-8071 |
| DOI: | 10.1080/19388071.2024.2341862 |
