Computer-Guided Oral Reading versus Independent Practice: Comparison of Sustained Silent Reading to an Automated Reading Tutor That Listens

Autor/inn/en	Mostow, Jack; Nelson-Taylor, Jessica; Beck, Joseph E.
Titel	Computer-Guided Oral Reading versus Independent Practice: Comparison of Sustained Silent Reading to an Automated Reading Tutor That Listens
Quelle	In: Journal of Educational Computing Research, 49 (2013) 2, S.249-276 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.49.2.g
Schlagwörter	Oral Reading; Intelligent Tutoring Systems; Sustained Silent Reading; Comparative Analysis; Reading Instruction; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Instructional Effectiveness; Reading Achievement; Reading Ability; Reading Fluency; Reading Comprehension; Pretests Posttests; Statistical Analysis; Questionnaires; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Intelligentes Tutorsystem; Stilles Lesen; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Leseleistung; Reading competence; Lesekompetenz; Leseverstehen; Statistische Analyse; Fragebogen
Abstract	A 7-month study of 178 students in grades 1-4 at two Blue Ribbon schools compared two daily 20-minute treatments. Eighty-eight students used the 2000-2001 version of Project LISTEN's Reading Tutor (www.cs.cmu.edu/~listen) in 10-computer labs, averaging 19 hours over the course of the year. The Reading Tutor served as a computerized implementation of the National Reading Panel's recommended guided oral reading instruction (NRP, 2000). The Reading Tutor listened to students read aloud, giving spoken and graphical help when it noticed them click for help, make a mistake, or get stuck. Students using the Reading Tutor averaged significantly higher gains across measures of reading ability, especially those involving word level skills (word identification, blending words, and spelling) than their matched classmates who spent that time doing Sustained Silent Reading (SSR) in their classrooms. Additionally, these students trended toward higher gains in fluency and reading comprehension. Overall, use of the Reading Tutor resulted in the types of improvement that would be expected from guided oral reading, but with the benefit of scalability, a problem for human-guided oral reading practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01