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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
FullText Text:
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  Data: Helping Children Achieve Literacy Proficiency: A Case Study
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  Data: <searchLink fieldCode="AR" term="%22Leonardo+Herrera%22">Leonardo Herrera</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+G%2E+Lambert%22">Richard G. Lambert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Research+and+Instruction%22"><i>Literacy Research and Instruction</i></searchLink>. 2025 64(4):387-410.
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  Data: 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
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  Data: Y
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  Data: 24
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Tutor+Training%22">Tutor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina+%28Charlotte%29%22">North Carolina (Charlotte)</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Dynamic+Indicators+of+Basic+Early+Literacy+Skills+%28DIBELS%29%22">Dynamic Indicators of Basic Early Literacy Skills (DIBELS)</searchLink>
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  Data: 10.1080/19388071.2024.2341862
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  Data: 1938-8071
– Name: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1490679
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      – Type: doi
        Value: 10.1080/19388071.2024.2341862
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 387
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Learning Experience
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Program Improvement
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Tutorial Programs
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      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Tutor Training
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: North Carolina (Charlotte)
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
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      – TitleFull: Helping Children Achieve Literacy Proficiency: A Case Study
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            NameFull: Richard G. Lambert
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              Type: published
              Y: 2025
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