NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ908653
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1938-8071
Preservice Tutors and First-Grade Students: Instruction, Interactions, and Faculty Feedback
Timmons, Beverly J.; Morgan, Denise N.
Literacy Research and Instruction, v50 n1 p15-30 2011
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. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A