Evaluations of Technology-Assisted Small-Group Tutoring for Struggling Readers

Autor/inn/en	Madden, Nancy A.; Slavin, Robert E.
Titel	Evaluations of Technology-Assisted Small-Group Tutoring for Struggling Readers
Quelle	In: Reading & Writing Quarterly, 33 (2017) 4, S.327-334 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2016.1255577
Schlagwörter	Computer Assisted Instruction; Educational Technology; Tutoring; Randomized Controlled Trials; Paraprofessional School Personnel; Grade 1; Grade 2; Grade 3; Comparative Analysis; Program Effectiveness; Reading Difficulties; Reading Instruction; Cost Effectiveness; Elementary School Students; At Risk Students; Cooperative Learning; Technology Integration; Reading Tests; Urban Schools; Scores; Pretests Posttests; Statistical Analysis; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Förderkonzept; Nachhilfeunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; Leseunterricht; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Kooperatives Lernen; Lesetest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse
Abstract	This article reports on 2 experiments in inner-city Baltimore evaluating a computer-assisted tutoring approach, Tutoring With Alphie (TWA), in which 1 paraprofessional can work with up to 6 children at a time. In Study 1, we randomly assigned 14 schools to receive TWA or to continue with whatever approaches they were currently using. Each experimental school (n = 8) received a half-time paraprofessional tutor. Struggling readers in the lowest 30% of Grades 1-3 received tutoring using TWA. In comparison to control schools (n = 6), reading outcomes strongly favored TWA (effect size = +0.46, p < 0.01). In Study 2, new students in 7 of the 8 TWA schools received tutoring, and 6 schools continued as controls. Results again favored the TWA group (effect size = +0.40, p < 0.001). The findings support the effectiveness and cost-effectiveness of using technology to offer tutoring to many more students than could have received it individually. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01