Date of Award
4-1-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Committee Members
Ella Benson, Mitchell Henke
Call Number
ISBN 9798310167438
Abstract
This mixed-methods study evaluated the impact of a tutoring program on third-grade students' reading achievement, focusing on rural Title I schools. The research used the Kellogg Logic Model to assess the program's short-term outcomes. It analyzed universal reading data for one hundred and three third-grade students and gathered the perspectives from nineteen stakeholders, including teachers, parents, and administrators. The researcher assessed the long-term outcomes by analyzing data on third-grade students' overall academic reading growth and by examining the stakeholders' perceptions of the program's effectiveness. The themes for the study from the participants included the benefits of tutoring, bus transportation, use of a variety of resources, mitigation of learning loss, barriers to participation, and improvement ideas for the tutoring program. Despite these challenges, the study found statistically significant improvements in students' universal reading scores, which increased from 342.14 in the fall to 393.01 in the spring. The implications of the findings of this study to the field of education is the broadened understanding of the effectiveness of tutoring. This study reaffirms the importance of instructional practices with targeted intervention for students to close the learning loss gaps, especially for students in rural Title I school districts. Key terms include COVID-19, tutoring approach, reading comprehension, and learning loss.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Goodin, Julie Nicole, "Tutoring and Its Impact on Mitigating Covid-19 Reading Learning Loss in a Rural Title I School District For 3rd Grade Students" (2025). Student Theses and Dissertations. 3.
https://arch.astate.edu/all-etd/3
