Evaluating the practicability and sustainability of a reading intervention programme, using preservice teachers as trained volunteers
Abstract
This paper reports on a study that considered the practicability and sustainability of using preservice teachers as volunteer tutors in a school reading programme. The study identified the likely costs and benefits of employing this intervention as part of an early reading programme and suggests this kind of intervention can provide a cost effective means to help struggling readers.
Reference
Dawkins, S., Ritz, M. E., & Louden, W. (2009). Evaluating the practicability and sustainability of a reading intervention programme, using preservice teachers as trained volunteers. Australian Journal of Language and Literacy, 32(2), 136-147.
Journal
Australian Journal of Language & Literacy
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Pre-test, Intervention, Post-test
Geographic Setting
Institutional Context
Certification Level
- primary (Australian term)
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
8
Other Participant Data
- Inservice Teachers
- reading specialist
- Students in tutorial setting
Duration of Data Collection
Data Sources
- Focus group interviews
- Interviews
- pre-/post-assessment
- Questionnaires
- self-assessment
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"The study reported on here focused on the practicability and sustainability of using preservice teachers as volunteer tutors in a school reading programme" (p.137).
Is this research question explicit from the manuscript? Yes