Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study

This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.

Exploring Cultural Responsiveness in Literacy Tutoring

Embracing a culturally responsive teaching pedagogy in classrooms is one means for addressing literacy inequities with students of color. Afterschool literacy tutoring is another means of addressing these inequities, but little is known about implementing culturally responsive teaching in afterschool environments. This qualitative case study explored how cultural differences impacted an urban elementary afterschool literacy tutoring program. Grounded in participatory literacy theory, the authors conclude that it is normal for cultural differences to occur and cause disruptions during tutoring; however, culturally responsive teaching can mitigate these interruptions through developing caring relationships, creating a safe learning environment, implementing a participatory student-centered curriculum using online resources, and critiquing social inequalities. The discussion offers seven principles of culturally responsive teaching to use in literacy instructional environments.

Exploring Cultural Responsiveness in Literacy Tutoring

Embracing a culturally responsive teaching pedagogy in classrooms is one means for addressing literacy inequities with students of color. Afterschool literacy tutoring is another means of addressing these inequities, but little is known about implementing culturally responsive teaching in afterschool environments. This qualitative case study explored how cultural differences impacted an urban elementary afterschool literacy tutoring program. Grounded in participatory literacy theory, the authors conclude that it is normal for cultural differences to occur and cause disruptions during tutoring; however, culturally responsive teaching can mitigate these interruptions through developing caring relationships, creating a safe learning environment, implementing a participatory student-centered curriculum using online resources, and critiquing social inequalities. The discussion offers seven principles of culturally responsive teaching to use in literacy instructional environments.

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

Our goal through this literature review is to report and synthesize the findings from research into literacy tutoring and literacy mentoring in initial teacher preparation. We identified a total of 62 published articles that met our selection criteria. We identified four conceptual areas of focus to organize and represent our findings: (a) the structural and design features of the one-to-one or small-group experiences, (b) preservice teacher learning and growth within the tutorial/mentoring experience, (c) preservice teacher learning and growth beyond the tutorial/mentoring experience, and (d) mediating factors associated with preservice teacher growth. We discuss the challenges and promises for this line of research for transforming teacher preparation through the attention to third and hybrid spaces for mentoring experiences.

Chandra’s Story: An Adult Education Student Journeys from Fear to Gratitude

This article presents the story of Chandra (her real name), a middle-aged, Guyanese-American woman attending an adult education center in the Northeast United States. Chandra grew up in extreme poverty in Guyana, and was taken out of school at age eight to help meet the family’s basic needs. At age 22, she immigrated to the United States in hopes of better opportunities. Through narrative methods, Chandra’s story is constructed from 34, narrative and expository, written texts that she composed for a literacy tutoring program, as well as three, in-depth, oral interviews. The result is a moving account of Chandra’s childhood in Guyana, immigration and acculturation in the United States, and her determination to continue her education despite the obstacles she has faced.