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Book synopsis

This three-part study investigated the effects of a literacy tutoring program. Study #1 compared two groups of students with literacy difficulties (non-treatment group and program participants) and found that the participants were superior at decoding letter patterns and comprehending story grammar. Concurrently, Study #2 uncovered that the 19 tutors acquired instructional skills as they established a knowledge base in teaching reading and writing, and they affirmed goals to become future teachers. Study #3 tracked 6 teacher candidates (former tutors), into their pre-service year and identified their constructions and beliefs of literacy teaching. Their prior knowledge of literacy instruction appeared untenable once they were immersed in a regular class setting. Disparity provoked some of them to denounce their teacher mentors for not consistently employing individualized literacy strategies. This critical perspective was a demonstration of cognitive dissonance. This manuscript highlights the need for teacher candidates with prefatory instructional experience to engage in cognitive negotiations to assimilate newly acquired pedagogies into existing pedagogies.

Book details

Book category Books in English Society & social sciences Education Teaching skills & techniques

• Full title: Literacy Tutoring Program Perspectives and Understandings
• Author: Tiffany Gallagher
• Language: English
• Binding: Paperback
• Number of pages: 140
• EAN: 9783639158489
• ISBN: 9783639158489
• ID: 08909064
• Publisher: VDM Verlag
• Weight: 213 g
• Dimensions: 229 × 152 × 8 mm
• Date of publishing: 05. June 2009

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