Read ‘Em and Meet: Effects of a Web-Based Intergenerational Tutoring Program for Kindergarten Literacy Outcomes

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Hoffman, J. A., Hermelbracht, J., Carr, S., Medeiros, H., Burr, J. A., Volpe, R. J., Briesch, A. M., Codding, R. S., Mutchler, J. E., & Miller, E. A. (2024). The online intergenerational tutoring program: Older adults using technology to improve children’s early literacy skills. Journal of Intergenerational Relationships.

Introduction

The Online Intergenerational Tutoring Program represents a groundbreaking effort to combine older adult volunteers and technology to address early literacy deficits in kindergarten students, particularly those exacerbated by COVID-19 school closures. Hoffman and colleagues (2024) explore whether evidence-based literacy strategies can be effectively delivered via video conferencing, creating a scalable, accessible model of intergenerational engagement.

Methods

Participants and Recruitment
Older adult tutors (n = 22) were recruited through the Osher Lifelong Learning Institute and trained to deliver 30-minute tutoring sessions using Zoom. Tutors were predominantly retired, aged 63–79, and diverse in professional backgrounds. Kindergarten students (n = 41) were nominated by teachers from a large urban school district for their need for literacy support. Students were randomly assigned to intervention or waitlist control groups in the second study year.

Intervention and Measures
The program utilized evidence-based strategies such as dialogic reading and the computer-based Tutoring Buddy program to improve five literacy skills: letter naming, letter sound, phoneme segmentation, nonsense word, and real word fluency. Fidelity of implementation was monitored in 22% of sessions, with high adherence (89%-99%). Early literacy was assessed using standardized tools like the AIMSweb Tests of Early Literacy.

Study Design
A quasi-experimental design assessed the program’s feasibility, acceptability, and impact. Intervention students completed 24 tutoring sessions over 6–8 weeks, and posttest outcomes were compared between groups using regression analyses controlling for pretest scores.

Results

Literacy Outcomes
Students in the tutoring group showed significantly greater gains than the control group in letter sound fluency (β = 0.35, p = .02) and nonsense word fluency (β = 0.38, p = .02), with medium effect sizes. Gains in other skills (e.g., phoneme segmentation) were smaller and not statistically significant. Intervention students reached national benchmarks for letter sound fluency, highlighting the program’s efficacy.

Tutor and Parent Feedback
Both tutors and parents rated the program highly in terms of acceptability and feasibility. Tutors appreciated the training and support provided, while parents highlighted the positive relationships tutors formed with their children and the noticeable improvements in literacy skills.

Discussion

The study demonstrates that older adults, with appropriate training, can effectively deliver literacy interventions online. By addressing logistical barriers (e.g., transportation, health concerns), the online model expands opportunities for older adults to contribute meaningfully while addressing critical educational gaps.

Implications for Mentoring Programs

  • Scalability and Accessibility: Online platforms can broaden the reach of intergenerational programs, making them viable for rural or underserved areas.
  • Dual Benefits: Programs enhance mentees’ academic outcomes while providing older adults with a sense of purpose and community.

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