Graduation Year

2010

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Childhood Education and Literacy Studies

Major Professor

Kathryn Laframboise, Ph.D.

Co-Major Professor

Janet C. Richards, Ph.D.

Committee Member

Deirdre Cobb-Roberts, Ph.D.

Committee Member

Anthony J. Onwuegbuzie, Ph.D.

Keywords

reading, writing, literacy, tutoring, out-of-school time tutoring

Abstract

In this qualitative case study, I examined a local summer literacy camp in which

graduate student tutors tutored elementary and middle school students in reading and

writing. I focused the study on the primary stakeholders in the summer literacy camp:

�������������������������������������� ts, and the course instructor/camp director because

their voices are limited in the current literature. In this Community of Interest Summer

Literacy Camp, the graduate student tutors moved from a position of fear and trepidation

to a position of empowerment in which they hoped to make changes in their classrooms,

schools, and communities. The tutees learned to appreciate the tutoring program and

some tutees began to understand tutoring could be an enrichment experience rather than

only a remedial experience. There was limited parental participation in the tutoring

program and that may have hindered a richer experience in which parents learned

strategies to help their child/children excel in reading and writing.

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