Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Autor/inn/en	Chambers, Bette; Slavin, Robert E.; Madden, Nancy A.; Abrami, Philip; Logan, Michele K.; Gifford, Richard
Titel	Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders
Quelle	In: Elementary School Journal, 111 (2011) 4, S.625-640 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/659035
Schlagwörter	Control Groups; Reading Difficulties; Grade 2; Tutoring; Grade 1; Computer Assisted Instruction; Experimental Groups; Academic Accommodations (Disabilities); Instructional Effectiveness; Outcomes of Education; Achievement Gains; Tutorial Programs; Small Group Instruction; Outcome Measures; Reading Achievement; Reading Improvement; Reading Strategies; Teaching Methods; Colorado; Florida; Georgia; Massachusetts; Mississippi; Oregon; Pennsylvania; Texas; Washington + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Förderkonzept; Nachhilfeunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Master-Studiengang
Abstract	This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students were tutored using the standard one-to-one tutoring process used in SFA. Analyses of covariance of students' standardized reading scores indicated that the first-grade treatment group significantly outperformed the control group on all 3 reading measures, with no significant differences for second graders. Schools using Team Alphie were able to tutor many more students than the control schools. This study shows that a computer-assisted, small-group tutoring program may be at least as effective as one-to-one tutoring and serve more struggling readers. It may serve as a good example of Tier II instruction in a response to intervention (RTI) model. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10