An analysis of the expectations, training, and perceived support of the volunteers at an after -school community-based reading tutorial program.

Abstract

As a provision of the No Child Left Behind Act (NCLB) Act of 2001, schools that receive Title I funds that have not made adequate yearly progress based on state standards for two or more years are required to provide supplemental educational services through before- and after-school tutoring for students who are struggling. In response, after-school community-based volunteer reading tutorial programs are available for these students. Several studies have examined the importance of training for tutors, yet they have been insufficient regarding the specific needs of adolescent struggling readers, on how tutors made use of the training they received, and on tutors' perceptions of the training and support they received. The purpose of this study was: (1) to examine tutors' beliefs and expectations in regards to tutoring adolescent struggling readers, (2) to examine how tutors make use of the training they receive in their tutoring sessions, (3) to examine tutors' perceptions of the training they received; and (4) to examine tutors' perceptions regarding the progression of their tutoring sessions and tutees' reading skills. The sample consisted of 26 volunteer reading tutors in a community-based after-school reading tutorial program in a mid-sized Midwestern city. These tutors completed two surveys focused on demographic information, and tutors' perceptions of the training provided and the tutoring process. In addition, six of these tutors were selected as participants in more intensive case studies. The results of this study indicated that tutors had unrealistic expectations regarding tutoring adolescent struggling readers, had a difficult time implementing the strategies taught to them during the training sessions in their tutoring sessions, perceived that the training, support and feedback they received were inadequate, and perceived that they could not comment on their tutees' progress due to lack of feedback. These results suggest that if after-school community-based tutoring programs are to be effective for adolescent struggling readers, volunteer tutors need realistic expectations, ongoing training, ongoing support and feedback, ongoing assessment of tutees' reading skill development, and to be matched strategically with tutees.