Preparing Tutors for Assessment, Data-based Instruction, and Reflective Practice

Authors

Tiffany L. Gallagher, Brock UniversityFollow
Pelusa Orellana García, Universidad de los AndesFollow
Barbara Vokatis, Barbara VokatisFollow
Tracy Johnson, University of IndianapolisFollow
Leslie Cavendish, High Point University, High Point, NCFollow
Mary L. Hoch, National-Louis UniversityFollow
Rachael Waller, Montana State University BillingsFollow
Shelly S. Huggins, Towson UniversityFollow

Abstract

This international survey-design study gathered data from 22 literacy clinic directors to garner their insights on how they prepare tutors to work with struggling readers. The respondents describe how they guide tutors to use assessment data to inform instructional decisions about lesson plan design, strategic approaches, texts, and resources. The results also elucidate how tutors reflect on their lessons based on feedback about their tutoring and the impacts on their students. There is an illustration of how literacy clinics support tutors to provide enhanced instruction while contributing to an understanding of the role of literacy clinics within teacher education.

Recommended Citation

Gallagher, Tiffany L.; Orellana García, Pelusa; Vokatis, Barbara; Johnson, Tracy; Cavendish, Leslie; Hoch, Mary L.; Waller, Rachael; and Huggins, Shelly S. (2024) "Preparing Tutors for Assessment, Data-based Instruction, and Reflective Practice," Literacy Practice and Research: Vol. 49: No. 1, Article 2.
Available at: https://digitalcommons.fiu.edu/lpr/vol49/iss1/2