Graduation Term

Fall 2025

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

Committee Chair

Deborah MacPhee

Committee Member

Amanda Quesenberry

Committee Member

Erin Quast

Abstract

A convergent mixed-methods study designed with a networked systems theory framework investigated the influence of a university-based reading and literacy center literacy tutoring program on students’ literacy behaviors, beliefs, and skills. The study examined stakeholder perspectives of changes in students following their participation in the literacy tutoring program. A convergent mixed-methods design collected and analyzed quantitative and qualitative data separately before merging for interpretation. Quantitative data came from students’ pre-assessment scores and post-assessment scores. The results indicated that students’ scores increased, decreased, or remained the same from pre-assessment to post-assessment. Qualitative data came from tutor interviews and parent surveys. The findings indicated that tutors and parents perceived changes in the students during tutoring sessions and at home. The merged findings and results suggest that changes in students’ literacy behaviors, beliefs, and skills are measurable and observable and that, combined, provide a layered and nuanced understanding of how our students grow and change as literacy learners following their participation in a university-based reading and literacy center literacy tutoring program.

Access Type

Dissertation-Open Access

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