to
know
if
the
model
were
truly
capable
of
being
scaled
up
to
levels
where
each
at-‐risk
student
in
the
country
could
receive
a
tutor
three
to
five
times
a
week.
This
is
because
I
felt
it
was
easy
for
me
to
implement
a
large
group
phonemic
awareness
and
phonics
program
(as
in
half
of
the
Hatcher,
Hulme,
and
Ellis
intervention)
that
could
reach
each
student
each
day
of
the
week.
On
the
other
hand,
only
once
a
week
was
it
mathematically
possible
for
me
to
listen
to
each
child
in
my
class
read
a
book
and
for
me
to
discuss
it
with
him
or
her.
And,
I
feel
there
is
no
better
way
to
develop
spoken
and
written
language
skills
than
to
listen
to
a
student
read
and
discuss
the
book
with
the
student.
Consequently,
my
overarching
research
question
was:
“Are
one-‐on-‐one
tutoring
programs
configured
so
that
they
can
be
expanded
to
reach
each
and
every
at-‐risk
child?”
Methods
To
get
a
broad
overview
of
what
types
of
tutoring
programs
existed
in
a
major
metropolitan
area
in
a
Midwest
state,
the
researcher
visited
ten
different
America
Reads
sites,
observed
tutoring
sessions,
and
conducted
interviews
with
the
program
directors,
site
directors,
supervising
teachers,
and
tutors
of
ten
different
one-‐on-‐one
reading
tutoring
programs.
In
order
to
limit
the
bias
that
tends
to
infiltrate
qualitative
interviews
(Bogdan
and
Biklen,
1998;
Virginia
Olesen,
1999;
and
Norman
K.
Denzin,
1999),
interviews
were
begun
with
the
first
grand
tour
question
on
the
protocol
list
found
in
Appendix
1.
Then
questions
were
asked
in
an
open-‐ended
emergent
pattern.
At
the
end
of
the
interview
the
list
was
reviewed
to
be
sure
all
topics
had
been
covered.
All
interviewees
were
promised
anonymity.
Most
first
interviews
were
conducted
in
person.
On
one
occasion,
scheduling
and
distance
was
such
that
a
phone
interview
was
conducted.
On
another,
the
director
was
so
new
and
her
community
college
program
was
so
small
that
she
answered
only
a
few
questions
during
an
initiating
phone
contact
before
referring
further
questions
to
another
university
director
who
was
serving
as
her
mentor.
One
in-‐person
interview
lasted
fifteen
minutes,
while
the
rest
ranged
from
45
minutes
to
two
hours.
Follow-‐up
phone
calls
were
made
to
confirm
facts.
During
all
interviews
and
observations,
extensive
notes
were
taken.
About
half
of
the
interviews
were
recorded
using
a
Dictaphone.
Unfortunately,
several
interviewees
requested
not
to
be
taped,
while
human
error
or
equipment
failure
interfered
with
taping
others.
Results
After
spending
six
months
interviewing
directors
of
one-‐on-‐one
tutoring
programs,
I
found
that
through
America
Reads,
President
Clinton
succeeded
in
capturing
many
of
the
benefits
of
the
Peace
Corps.
The
one
theme
that
seemed
impossible
to
ignore
was
that
everyone
involved
had
a
passion
for
one-‐on-‐one
tutoring.
The
tutors
didn’t
know
how
they
could
stop.
Each
director
wanted
to
refer
me
to
another
program,
a
tutor,
or
a
supervising
teacher.
One
tutor
commented,
“I
was
planning
on
becoming
an
architect
but
decided
I
needed
to
help
others
by
getting
my
degree
in
social
w