The Effects of a Small-Group Computer-Assisted Tutoring Program on Reading Outcomes for First Graders

Autor/inn/en	Chambers, Bette; Slavin, Robert E.; Madden, Nancy A.; Abrami, Philip C.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Effects of a Small-Group Computer-Assisted Tutoring Program on Reading Outcomes for First Graders
Quelle	(2008), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 1; Tutoring; Computer Assisted Instruction; Technology Uses in Education; Reading Difficulties; Reading Improvement; Reading Strategies; Reading Tests; Teaching Methods; Pretests Posttests; Cooperative Learning; Small Group Instruction; Control Groups; Experimental Groups; Instructional Effectiveness; Remedial Reading; Outcomes of Education + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Förderkonzept; Nachhilfeunterricht; Computer based training; Computerunterstützter Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading difficulty; Leseschwierigkeit; Reading strategy; Leselernstufe; Lesetechnik; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Unterrichtserfolg; Leseförderung; Lernleistung; Schulerfolg
Abstract	This presentation will report on a cluster randomized evaluation of a small-group computer-assisted tutoring program for struggling readers, called Team Alphie. Using computers and DVDs to supplement instruction, regular and supplementary teachers (usually special education, ESL, and Title I teachers) are able to integrate their efforts, communicate immediately about students' progress and difficulties, share results of assessments, and give students a seamless, fully integrated instructional experience in which supplementary instruction truly supplements core instruction, instead of competing with it. Thirty-three schools already using the Success for All reading program were recruited to participate in the study. The 40 lowest achieving students in each of first and second grade were pretested and two tutors at each school designated to participate in the study. Of those students, the 20 students in each grade with the lowest pretest scores were assigned to tutoring. The results of this study will help determine the effectiveness of providing remedial support to struggling beginning readers in small groups supported by technology, compared to one-to one tutoring. If the study demonstrates the program to be as effective, or more so, than individual tutoring it will have implications for policy and practice in supporting struggling readers. Most schools do not have the resources to provide tutoring to all of the struggling readers who need it but programs that combine technology and cooperative learning may provide the answer. [This paper was submitted as part of the symposium Evidence for Interventions for Struggling Readers, which was chaired by Robert E. Slavin.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10