Consequential High Intensity Tutoring: Developing Literary Identities Within Foundational Reading Intervention Through Culturally Responsive Practices (Poster 3)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session One

Abstract

This session describes an implementation study of a high-intensity tutoring intervention aimed at understanding and improving K-3rd grade students' literacy identities and foundational reading skills. We seek to describe consequential findings relative to development of decoding and word reading skills while supporting students’ and tutors’ development of their literacy identities, motivation, curiosity, humanity, and joy. The tutoring program integrates culturally responsive practices with science-of-reading (SOR) aligned practices. Outcomes related to pre-service teacher-tutors' knowledge and pedagogical skills and students’ foundational literacy skills and literacy identities are presented. The current study has implications for the development of SOR-aligned literacy interventions that are integrated with culturally relevant practices in support of students’ literacy identities.

Authors

• Alida Anderson, American University
  Presenting Author

• Traci Dennis, American University
  Presenting Author

• Danielle Gervais Sodani, American University
  Presenting Author

• Ocheze Joseph, American University
  Presenting Author

• Carolyn Parker, American University
  Presenting Author

• Sarah Irvine Belson, American University
  Presenting Author