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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.
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]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure.
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Winter2012, Vol. 78 Issue 2, p221-235. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+software%22">Reading software</searchLink><br /><searchLink fieldCode="DE" term="%22Internet+in+education%22">Internet in education</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Fourth+grade+%28Education%29%22">Fourth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22At-risk+students%22">At-risk students</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philadelphia+%28Pa%2E%29%22">Philadelphia (Pa.)</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 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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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/001440291207800205
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        Text: English
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        PageCount: 15
        StartPage: 221
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      – SubjectFull: Reading (Elementary)
        Type: general
      – SubjectFull: Reading software
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      – SubjectFull: Internet in education
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      – SubjectFull: Oral reading
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      – SubjectFull: Fourth grade (Education)
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              Text: Winter2012
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