Understanding the Influence of a University-Based Reading and Literacy Center Tutoring Program on Students' Literacy Behaviors and Beliefs: Stakeholder Perspectives

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Computational, Sociocultural, and Community-Based Literacies: Beliefs, Behaviors, and Practices (Table 14)

Abstract

The purpose of this convergent mixed methods study is to understand stakeholder perspectives of changes in students' literacy behaviors and beliefs following participation in a literacy tutoring program. Building on a pilot study, quantitative and qualitative data will be collected, analyzed, and integrated to understand multi-stakeholder perceptions – students, tutors, and parents/caregivers – of changes in students' literacy behaviors and beliefs. The summer semester pilot study provided valuable information for fall and spring studies to be conducted during the school year. Papers published from the study will add to the limited body of literature related to university-based reading and literacy centers, particularly addressing a gap in the literature with students as the focal individuals.

Author

• Wanda D Turk, Illinois State University