Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback
Abstract
This study describes the tutoring interactions of four early childhood preservice tutors, two able and two less able, to document the tutoring strategies they applied as they provided support for their first-grade student at point of need. The two more able tutors provided various prompts to foster their students' use of strategies, thus demonstrating their ability to skillfully apply course learning to their work with children. The two less able tutors were unable to balance prompting, as they focused more heavily on correct word reading and appeared to have a limited understanding of how to support growth through reading. In addition, the instructor's online feedback was investigated and four categories identified: confirming, suggesting, directing, and teaching. The more able tutors used this feedback to fine-tune their tutoring sessions. Online feedback was not sufficient for helping the less able tutors develop a more strategic teaching stance. The findings suggest important implications for strengthening preservice literacy coursework and for scaffolding preservice tutors.
Reference
Timmons, B. J., & Morgan, D. N. (2010). Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback. Literacy Research and Instruction, 50, 15-30. doi: 10.1080/19388070903402118
Journal
Literacy Research and Instruction
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
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
Research Location Context
- Beginning literacy instruction course
Preservice Participants
Preservice Sample Size
4
Other Participant Data
Duration of Data Collection
Data Sources
- instructor feedback
- Observations
- Tutoring plans
- weekly logs
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
Research Questions
How did the preservice teachers attempt to support students’ literacy development during their tutoring sessions?
Is this research question explicit from the manuscript? Yes
What did we notice about how preservice teachers interacted when their student experienced reading difficulty?
Is this research question explicit from the manuscript? Yes
What was the nature of the instructor’s weekly written feedback to the preservice teachers?
Is this research question explicit from the manuscript? Yes