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.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-4869 |
| Date | 10 November 2010 |
| Creators | Thomas, Kim G. |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
Page generated in 0.0019 seconds