Date of Award

Fall 2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Primary Advisor

Dr. Joyce Tardaguila-Harth

Second Advisor

Dr. James Anderson

Third Advisor

Dr. Sherry Moser

Abstract

The case study of bilingual tutors and their impact on the reading comprehension of children whose primary language is not English is fundamental to this dissertation. Recent research has indicated that there is a positive correlation between a tutor having knowledge of the parent language of bilingual children and the children’s improvements in reading comprehension through tutoring. The bilingual tutor’s communication with the children and the families was documented as to the potential for the child to have more significant comprehension when reading English language passages. In an education system that demands accountability and improvements, bilingual children are often left behind in the classroom, state, and federal assessments. As a bilingual tutor, communication not only with the children but also the parents in the native language becomes an asset to the child’s reading comprehension achievements. This case study investigated the bridge between a tutor who spoke the primary language of the children and parents and the reading comprehension achievements experienced by those children. The case study traced the journey of communication in the native language with the parents and the reading comprehension achievements experienced by the children because of that communication.

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