Considering Tutors' Perspectives: Implications for Tutoring Struggling Readers

Abstract

This study is an investigation of the perspectives of college students who served as tutors for struggling first-grade readers. Two research questions drove the study: What did the tutors perceive as strengths and weaknesses of the tutoring program? and What possible solutions did they have for addressing any concerns? Quantitative and qualitative data, collected through questionnaires and interviews, suggest that the tutors felt personal satisfaction following their tutoring experiences. The tutors voiced positive comments and expressed concerns in four primary areas: training, supervision, feedback, and setting. Implications are discussed and suggestions are made to address the issues raised.