Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure.
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| Title: | Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure. |
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| Authors: | VASQUEZ III, ELEAZAR, SLOCUM, TIMOTHY A. |
| Source: | Exceptional Children. Winter2012, Vol. 78 Issue 2, p221-235. 15p. |
| Subjects: | Reading (Elementary), Reading software, Internet in education, Oral reading, Tutors & tutoring, Fourth grade (Education), At-risk students, Education |
| Geographic Terms: | Philadelphia (Pa.), Pennsylvania, United States |
| Abstract: | This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min lessons of instruction delivered over Adobe Connect™. Analysis of the multiple baseline across participants revealed gains in oral reading fluency for all participants when placed into the synchronous online tutoring program. Participating students and tutors reported an awareness of increased reading skills and value of synchronous online instruction. Teachers and parents generally reported that students demonstrated increased reading skills after receiving instruction. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min lessons of instruction delivered over Adobe Connect™. Analysis of the multiple baseline across participants revealed gains in oral reading fluency for all participants when placed into the synchronous online tutoring program. Participating students and tutors reported an awareness of increased reading skills and value of synchronous online instruction. Teachers and parents generally reported that students demonstrated increased reading skills after receiving instruction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00144029 |
| DOI: | 10.1177/001440291207800205 |
