Preservice Teachers Learning to Teach Reading Using One-to-One Tutoring: Does Learning 'Stick' for Tutees and Tutors?

Abstract

Teaching reading is a key element of initial teacher education programmes in England. This study contributes to the research about the most effective way to ensure preservice teachers have the necessary skills and knowledge to teach reading. One-to-one reading tutoring of children has been demonstrated to have some positive effects on preservice teacher learning, but often the impact on the child of these teacher education initiatives is not considered. This study used a mixed methods, quasi-experimental design to investigate the impact on children's (n=205) reading of a one-to-one tutoring programme and the impact on the preservice teachers (n=75) who implemented the tutoring as part of their teacher education programme. The study investigated if gains made by children were greater than if they had maintained 'business as usual' adaptive classroom teaching and if there was impact on learning beyond the end of the tutoring programme for children and preservice teachers. Results show that the intervention children made statistically significant gains compared to the comparator group (n=44) however, the maintenance of gains for children was not consistent across the treatment group. However, most preservice teachers maintained their skills and knowledge six months following the end of the tutoring.