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Abstract
In 1997 the Clinton Administration implemented a program titled the America Reads Challenge. Their goal was to increase the reading proficiency of elementary school students. To achieve this goal, the administration increased the Federal Work Study allotment for colleges who pledged to use the funds to place college students within local elementary schools as reading tutors. In 1998 the University of Georgia’s Office of Student Financial Aid accepted this challenge and has maintained an America Reads program ever since. The goal of this study was to explore how an office tasked with helping college students finance their education has approached training reading tutors. Since learning does not occur in a vacuum, a social constructionist viewpoint was used when exploring this training. The findings suggest the training may not align with what occurs during tutoring sessions. This may be due to the broad age range of students the tutors are assigned.