Volunteers Tutoring Reading-Disabled Adult Literacy Learners: A Case Study

Autor/in	Sandman-Hurley, Kelli
Titel	Volunteers Tutoring Reading-Disabled Adult Literacy Learners: A Case Study
Quelle	In: Adult Basic Education and Literacy Journal, 2 (2008) 2, S.94-103 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-2322
Schlagwörter	Tutor Training; Adult Basic Education; Adult Learning; Adult Students; Tutors; Adult Literacy; Volunteers; Tutoring; Literacy Education; Reading Difficulties; Teaching Methods; Literature Reviews; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Förderlehrer; Lehrender; Tutor; Freiwilliger; Förderkonzept; Nachhilfeunterricht; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	Library-based adult literacy programs rely on volunteers to provide tutoring services to adult learners. A high percentage of volunteer tutors are matched with a reading-disabled adult literacy learner. Although all tutors are required to complete preservice tutor training, there is a limited amount of research that documents whether they utilize what they learn in this training. The current study observed three tutor/learner pairs and found that the tutors did utilize what they learned in tutor training and that these strategies were effective. However, the tutors did not feel prepared when they began their tutoring sessions. (Contains 1 table.) (As Provided).
Anmerkungen	Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10