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The View from Within: Implementation...

Somma, Christine.

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The View from Within: Implementation of a Supplemental Phonological Awareness Program Delivered by Volunteer Tutors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The View from Within: Implementation of a Supplemental Phonological Awareness Program Delivered by Volunteer Tutors./
Author:	Somma, Christine.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10165406
ISBN:	9781369197914

The View from Within: Implementation of a Supplemental Phonological Awareness Program Delivered by Volunteer Tutors.
Somma, Christine.

The View from Within: Implementation of a Supplemental Phonological Awareness Program Delivered by Volunteer Tutors. - 186 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2016.

Researchers assert that supplemental reading intervention is an effective method to improve reading skills for students struggling in reading. However, schools struggle with how to fund these services as a result of dwindling school budgets. As a means to address these budget shortfalls, supplemental reading intervention delivered by volunteer tutors has been found to be an effective practice to improve reading outcomes. Although supplemental reading intervention delivered by volunteer tutors has proven to be effective, there is little known about to how to implement a reading program, specifically a phonological awareness program. The purpose of this qualitative single case study was to understand the factors which hindered or facilitated the implementation of a supplemental phonological awareness program delivered by volunteer tutors for kindergarten students struggling in reading in a suburban elementary school. Using normative program theory (NPT) as the foundation for this study, qualitative data were derived from the stakeholders and included semi-structured interviews, direct observation of tutoring sessions, tutor checklists and reflective journals from the volunteer tutors. Data were analyzed to identify the factors which facilitated and hindered the implementation process. Results supported two themes which emerged; flexibility in the implementation process, and active engagement and enthusiasm on the part of the volunteer tutors. A specific factor which facilitated the training included the incorporation of hands-on activities. Conversely, the factor which hindered the delivery of the program were the time constraints of the classroom teachers which resulted in limited communication between the volunteer tutors and the classroom teachers. Although the manner in which the volunteer tutors were recruited hindered the implementation process, the dedication and motivation of the volunteers dampened the impact of this obstacle. Implications of this study supported that the implementation of a phonological awareness program using NPT provided a valuable resource for the school, and was perceived by all stakeholders as a success. Most importantly, all students demonstrated improved phonological awareness skills based on reports from the classroom teachers. Recommendations for future research include the investigation of a phonological awareness program using volunteer tutors in other schools and communities throughout the county.

ISBN: 9781369197914Subjects--Topical Terms:

516693
Special education.

The View from Within: Implementation of a Supplemental Phonological Awareness Program Delivered by Volunteer Tutors.
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245 1 4 $a The View from Within: Implementation of a Supplemental Phonological Awareness Program Delivered by Volunteer Tutors.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Julia Watkins.
502 $a Thesis (Ph.D.)--Northcentral University, 2016.
520 $a Researchers assert that supplemental reading intervention is an effective method to improve reading skills for students struggling in reading. However, schools struggle with how to fund these services as a result of dwindling school budgets. As a means to address these budget shortfalls, supplemental reading intervention delivered by volunteer tutors has been found to be an effective practice to improve reading outcomes. Although supplemental reading intervention delivered by volunteer tutors has proven to be effective, there is little known about to how to implement a reading program, specifically a phonological awareness program. The purpose of this qualitative single case study was to understand the factors which hindered or facilitated the implementation of a supplemental phonological awareness program delivered by volunteer tutors for kindergarten students struggling in reading in a suburban elementary school. Using normative program theory (NPT) as the foundation for this study, qualitative data were derived from the stakeholders and included semi-structured interviews, direct observation of tutoring sessions, tutor checklists and reflective journals from the volunteer tutors. Data were analyzed to identify the factors which facilitated and hindered the implementation process. Results supported two themes which emerged; flexibility in the implementation process, and active engagement and enthusiasm on the part of the volunteer tutors. A specific factor which facilitated the training included the incorporation of hands-on activities. Conversely, the factor which hindered the delivery of the program were the time constraints of the classroom teachers which resulted in limited communication between the volunteer tutors and the classroom teachers. Although the manner in which the volunteer tutors were recruited hindered the implementation process, the dedication and motivation of the volunteers dampened the impact of this obstacle. Implications of this study supported that the implementation of a phonological awareness program using NPT provided a valuable resource for the school, and was perceived by all stakeholders as a success. Most importantly, all students demonstrated improved phonological awareness skills based on reports from the classroom teachers. Recommendations for future research include the investigation of a phonological awareness program using volunteer tutors in other schools and communities throughout the county.
590 $a School code: 1443.
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650 4 $a Speech therapy. $3 520446
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