This qualitative research study targeted fourth grade at-risk children in a culturally diverse elementary school in a mid-sized city in the southwestern United States. The purpose of the study was to describe the nature of social interactions within the context of tutorial sessions and to identify common characteristics of highly-effective tutors in their interactions with older, at-risk readers.
Cobb, J. B. (1998). The social contexts of tutoring: Mentoring the older at-risk student. Reading Horizons: A Journal of Literacy and Language Arts, 39 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol39/iss1/4