Date of Award
1-1-2010
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational and Counseling Psychology
Program
Educational Psychology and Methodology
Content Description
1 online resource (xv, 187 pages) : illustrations (some color)
Dissertation/Thesis Chair
Lynn Gelzheiser
Committee Members
Donna Scanlon, Rose-Marie Weber
Keywords
comprehension strategies, feedback, reading comprehension, time spent reading, volunteer, Tutors and tutoring, Peer teaching, Reading comprehension
Subject Categories
Language and Literacy Education
Abstract
It is essential to provide high quality interventions designed to improve struggling readers' reading comprehension while making use of limited resources. This study explored, through an holistic, multiple-case study design, volunteer-student interactions and activities in an after school reading program utilizing minimally-trained volunteers. The purpose of this research was to explore and describe factors that differentiated the volunteers working with students who made larger or smaller gains in reading comprehension
Recommended Citation
Newcomer, Laurie J., "An examination of instructional interactions between volunteer-tutors and students who show differential gains in reading comprehension" (2010). Legacy Theses & Dissertations (2009 - 2024). 227.
https://scholarsarchive.library.albany.edu/legacy-etd/227