A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders

Abstract

This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates’ knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.

Reference

Spear-Swerling, L. (2009). A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders. Journal of Learning Disabilities. 42(5), 431-443.

Journal

Journal of Learning Disabilities

Analysis

Is this article part of a larger project or series of studies?

yes

Does this study draw on a large, preexisting data set?

Research Approach

Causal Comparative

Geographic Setting

United States

Institutional Context

University based

Certification Level

Pre-K - 6 (ages ~4-~12)

Programatic Focus

not stated

Research Location Context

Elementary school
University

Preservice Participants

Post bachs (university based program)
Undergraduates (university based program)

Preservice Sample Size

Other Participant Data

Students in tutorial setting

Duration of Data Collection

4 to 6 months

Data Sources

Standardized Assessments

Data Analysis Tools

Statistical analysis

Researcher Positionality

Inside (studying their own programs)

Research Questions

"Would teacher candidates have accurate perceptions of their own pedagogical content knowledge at pretest?" (p. 433)
Is this research question explicit from the manuscript? Yes

"Would teacher candidates improve in their knowledge about the areas tapped by the teacher knowledge measures after course instruction, including the two new measures?" (p. 433)
Is this research question explicit from the manuscript? Unknown

"Would the children improve in basic reading skills, spelling skills, and phonics concept knowledge after tutoring?" (p. 433)
Is this research question explicit from the manuscript? Unknown

"Would there be any significant relationships between teacher candidates’ knowledge and tutored children’s progress in reading, spelling, or phonics concepts?" (p. 433)
Is this research question explicit from the manuscript? Unknown