International Journal of Education and Social Science (IJESS)

Tutoring has become a familiar tool that schools use to reinforce classroom teaching and improve student achievement. While tutoring as a whole has been demonstrated to improve student learning across a variety of subjects and age groups, there is little published evidence for the effectiveness of preservice teachers providing tutoring to children that are struggling with reading skills. This research attempts to determine the effectiveness of preservice teachers providing tutoring and the impact that tutoring has on the preservice teachers' understanding of how children learn to read.