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1.
Joan M. Love Alan Van Biervliet 《International Journal of Disability, Development & Education》1984,31(2):114-127
The purpose of this study was to evaluate the effectiveness of a procedure for teaching parents of mildly retarded children to be home reading tutors and to examine generalization of the children's acquired skills from the home to the school setting. The parent‐tutor procedures were based on Glynn, McNaughton, Robinson and Quinn (1979). Four children aged 8 to 10 years, attending a special class, participated in the project. The reading tutor training procedure was implemented in a multiple baseline across participants design. Tutor behaviours measured were attention to errors, delayed attention, modelling, prompting and the use of praise; child reading behaviours assessed were accuracy of reading, number of errors, self‐corrections and prompted corrections. During intervention and maintenance phases substantial increases in targeted tutor behaviours and corresponding improvements in child reading behaviours were observed. Improvements in the children's home reading behaviours, particularly self‐correcting, generalized to the classroom setting. 相似文献
2.
C. A. Atherley 《Educational studies》1989,15(2):145-153
A 12‐week peer tutoring reading programme named ‘Shared Reading’ was conducted with a class of SPA primary school children. Significant reading gains were shown by the class at the end of the experimental period when compared to a matched control group. The gains were not maintained when the children reverted back to individual silent reading. Before the programme the children had exhibited poor reading behaviours—whilst the class had a splintered social structure. During the programme the level of on‐task reading behaviours rose considerably and more positive social behaviours were noted in the class with more friendliness, cohesion and co‐operation between the children. The belief that the gains of the children informally acting as ‘tutors’ would be adversely affected by them helping their less able peers was not supported since the ‘tutors’ made more reading gain than the Hutees’. It is concluded that peer tutoring is an under‐used teaching strategy which, if used appropriately, can be a valuable and enjoyable one for teachers and pupils. 相似文献
3.
Abstract In this pilot study, four third‐year teacher trainees were trained to give feedback to parents who were tutoring their own children in reading using the Pause Prompt and Praise procedures. The trainees learnt to teach the procedures to the parents and then to give feedback by prompting parents to remember and explain their own tutoring behaviours. Baseline measures showed that when trainees were asked to help parents in any way they could to implement the procedures, they used very intrusive forms of prompts. Following training trainees used much less intrusive forms of prompts, giving parents more opportunity to remember and explain their own tutoring behaviours. It was argued that less intrusive forms of prompting when giving feedback may have been of more assistance to parents in learning the procedures than more intrusive forms of prompting, since parents may have learned to become more independent of trainee support. This, in turn, may have contributed to the substantial gains in children's reading levels which occurred. 相似文献
4.
Twenty‐two primary school children, aged 6–12 years, who were experiencing significant reading difficulties, were allocated to one of two parent‐instruction treatment conditions according to the parent’s preference. The treatments were based upon learning‐theory principles, and were aimed at teaching the parents optimal ways of helping their child learn to read. One condition involved the parent and child being seen individually by the therapist twice a week over five weeks. The other condition involved the parents meeting as a group for three weekly sessions, and then as a group with their children for the final two sessions. The same learning‐theory principles were taught in both treatment conditions. Seven children who were awaiting treatment provided waiting‐list control data over a five‐week period. Outcome measures of the children’s reading level and reading self‐concept, and the parents’ stress levels during reading‐time showed significant improvements for those in the individual treatment condition, and this improvement was maintained at a follow‐up after two months. While there were some gains for those in the group treatment condition, these were not maintained by the two‐month follow‐up. 相似文献
5.
A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve 11 year‐old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data from interrupted time series research designs. A one‐tailed t‐test was also computed to test for significant differences in pre‐ and post‐test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention. 相似文献
6.
Laura Baylot Casey Robert Williamson 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):257-276
We trained parents to tutor their child through implementing a repeated reading procedure designed to increase oral reading fluency. Our study was conducted over a two-week winter break at the homes of the parent and child. Baseline data for each child were collected using curriculum-based measurement (CBM) to determine an instructional reading level prior to the tutoring session. Following baseline, we trained parents as tutors to implement all aspects of the reading procedure including administering, scoring, and recording data. All sessions were audio recorded to assist with the data collection, scoring, treatment integrity, and interobserver agreement (IOA). According to results from our study, parent tutors were able to accurately score the reading probes and implement the repeated reading procedure with a high level of treatment fidelity following the training. In addition, parents were satisfied with the tutoring experience and the reading fluency for all children increased at the completion of the tutoring sessions. 相似文献
7.
Absctract. This article describes a two‐year study addressing the effectiveness of a highly structured, systematic tutoring intervention implemented by minimally trained college students with two cohorts of at‐risk first‐grade readers. Participants were 61 first‐grade children in Cohort 1 and 76 first‐grade children in Cohort 2. Tutors participated in three one‐hour training sessions and received occasional on‐site assistance. Individual tutoring sessions were scheduled for three to four times each week for one school year, with each cohort receiving approximately 10–14 hours of instruction across 44 sessions. The curriculum included a game to teach phonemic awareness and letter‐sound correspondence, structured word‐study activities, reading of leveled books, and simple comprehension strategies. Significant differences were found on measures of phonemic awareness and nonsense word reading for both cohorts. For Cohort 1, but not Cohort 2, significant differences were also detected for real‐word identification. Our results support using tutors to provide additional assistance and instruction in early reading, even when tutors are not professionally trained teachers. 相似文献
8.
The authors sought to understand preservice teachers’ views about parents of students who struggle with reading and about their own preparedness to deal with such parents. Research, including surveys, student evaluation and tutoring intervention, indicates that before their work with parents and students, preservice teachers held strong beliefs about parents’ role and responsibilities with respect to their children who find reading daunting. After a semester‐long reading course which provided opportunities to work with struggling readers and their parents, the preservice teachers in this study expressed beliefs that were contrary to the ones they offered at the beginning of the course. 相似文献
9.
Kevin Wheldall Susan Colmar Beverley Quance Judy Wenban‐Smith Anne Morgan 《教育心理学》1992,12(3-4):177-194
This paper reports the results of three studies which examine the behaviours of teachers when hearing children read. In the first study, we examine the tutoring behaviour of 55 teachers listening to 8‐14‐year‐old low progress readers. In the second study, we report results on 31 teachers listening to very low progress readers aged 9‐16 years and, in the third, we discuss the findings from 55 teachers listening to young average progress readers aged 4‐8 years. The results suggest that, for all three groups of readers, most teachers tend to respond immediately most of the time to reader errors, allowing little or no time for readers to self‐correct. Teachers tend to respond to errors with a prompt on most occasions but this is more likely with low and very low progress readers than with young, average progress readers. Relatively low rates of praise were apparent in all three groups. We also found that a large number of readers in all groups were inappropriately placed on book levels which were too easy or (less frequently) too difficult, as against an appropriate instructional level. 相似文献
10.
11.
This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory. 相似文献
12.
In view of conflicting claims about children's sensitivity to the needs of other children in learning situations, the present study was designed to explore the sensitivity of child and adult tutors in one‐to‐one tutoring interactions. Sixteen adults and 31 11‐ and 9‐year‐olds tutored 47 9‐year‐old tutees on an animal classification task. Tutors were tested on their ability to apply the rules and knowledge they had obtained after training, and tutees were tested after being tutored. On all the verbal and nonverbal tutoring indices adult tutors showed greater sensitivity than child tutors: they were more likely to display behaviours which promoted efficient learning in their tutees. Results suggested that tutors operated on the basis of an implicit theory of teaching which involves three types of sensitivity: (1) sensitivity to the learner's need to have sufficient information for understanding the task, coupled with adequate checks on the learner's understanding; (2) sensitivity to the learner's need to participate actively in the learning process; and (3) sensitivity to differences in learning abilities among individual learners, and being able to accommodate to them. 相似文献
13.
《Learning disabilities research & practice》2017,32(4):270-283
This study explored the extent to which kindergarten and first grade teachers provided individualized reading instruction to struggling readers during a unique one‐on‐one reading instruction task. Three outcomes of teachers’ instructional strategies were captured: code‐focused strategies, meaning‐focused strategies, and level of challenge. Child skills in decoding and vocabulary/oral language as well as teacher qualifications of education, experience, and knowledge of reading were examined in relation to the three instructional strategies. Multilevel analyses showed relationships between child skills and reading instructional strategies, with teachers generally using code‐focused and meaning‐focused strategies, as well as an appropriate level of challenge, with children who struggled less with early reading. Although teacher education was not associated with any of the reading instructional strategies, teacher experience and knowledge of reading was associated with meaning‐based instruction and the level of challenge provided to struggling readers. 相似文献
14.
Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading. 相似文献
15.
Fabienne Lemétayer 《European Journal of Psychology of Education - EJPE》2000,15(2):221-233
Empirical studies of tutoring during the second year of life seem to have been marked by an implicit idea of causality oriented
from the adult toward the child. Consequently, little attention has been paid to reciprocal relations. The study of deficiencies
opens a field in which the child’s characteristics are important in the establishment of interactions and in the development
of the psychological activities that are linked to them. From this perspective of analysis, this article examines the influence
of the particular characteristics of children with Down syndrome (due to trisomy 21) on interaction in parental tutoring.
Thirty-six parent-non deficient child dyads (14, 18 and 22 months) and thirty six parent-Down syndrome child dyads (matched
to the latter in developmental age) were observed during a shape-fitting activity. Results show that the instructions given
by parents of Down syndrome children are better adapted to furthering autonomy than the instructions given by parents of non
deficient children. The results are discussed in terms of what may condition different types of parental help. 相似文献
16.
Angeliki Kallitsoglou 《Journal of Research in Special Educational Needs》2014,14(4):239-247
Concerns over the poor reading performance of children with conduct problems are often expressed by their parents and teachers. In order to intervene effectively with these children, it is necessary to know what their difficulties are, both at school and at home. To date, there is still a lot of ambiguity in relation to the specific difficulties children with conduct problems and coexisting poor reading experience in important academic domains and in the family context. The aim of the present study was to compare the problems of attention and hyperactivity in the classroom and parental education in four groups of children: conduct problems only (CP); conduct problems and coexisting poor reading (CP‐PR); poor reading only (PR); and a comparison group (COM). A sample of 2nd Grade Greek children (n = 113) was selected on the basis of the Conners' Teacher Rating Scale‐28 (CTRS‐28), Conduct Problems Scale and the Reading Ability Detection Test. The CTRS‐28, Inattention and Hyperactivity scales and a brief questionnaire on parental education were used to assess attention, hyperactivity and level of parental education, respectively. The results showed that children with CP‐PR were significantly more inattentive and hyperactive than the other groups of children. Their parents were also more likely to have spent fewer years in school than the parents of CP only and COM children. The earlier findings have implications for intervention planning and theoretical understanding of childhood conduct problems. 相似文献
17.
早期亲子阅读是早期教育中的灵魂,阅读能力的培养需要从小就开始。通过对0～1岁婴儿亲子阅读存在的问题和身心发展特点的分析,将其分为0～6个月和7～12个月两个阶段,并试图根据两个阶段的不同特点从选择适合的图书、创设良好的环境、采用多元互动的方法三方面提出具体指导策略,为家长进行科学的亲子阅读提供帮助。 相似文献
18.
Emma Little 《教育心理学》2005,25(4):369-377
Much of the research into behaviour problems and school interventions has focused on primary school‐age children. In the primary school setting, the behaviours that cause the most concern to teachers are frequently occurring but relatively minor behaviours such as calling out and interrupting the learning of others. These minor problematic behaviours have been shown to respond to low‐level interventions that are presented as written advice. The behaviours that secondary school teachers perceive as problematic, and the preferred method of intervention, have received comparatively little attention in the research. An investigation of the behaviour problems that high school teachers find most troublesome was conducted in this study. It was found that similar behaviours were reported as troublesome in the secondary school classroom compared with the primary classroom, although differences were demonstrated across year levels. Teachers were also surveyed about their preferred method of intervention/assistance for these behaviour problems. This information about intervention approaches informs the development of strategies for assisting classroom teachers. 相似文献
19.
《Support for Learning》2006,21(2):77-84
The study reported here set out to investigate the effectiveness of the Phono‐Graphix? reading programme with ten learners, aged 9–11 years, assessed as having specific learning difficulties/dyslexia. Testing was carried out via initial and final analysis of the students' phonological processing skills and reading/spelling ability over an 8‐month intervention period. The students were instructed on a one‐to‐one basis and each received an average of 24.3 hours of instruction. Findings suggest that the Phono‐Graphix programme did appear to help improve students' phonological processing skills. They further show that a majority of the students recorded an average gain in reading age of 21 months and an average gain in spelling age of 12 months at the end of the training period. Qualitative findings from the study also show overall positive perceptions of the Phono‐Graphix intervention among the parents and class teachers involved. The study reported here adds to the sum of knowledge on UK trials of the Phono‐Graphix approach and makes a useful contribution to the literature on remediation strategies for dyslexic students. 相似文献
20.
Goswami (1999) summarised the evidence supporting the teaching of onset and rime in early reading development. In the present study onset‐rime theory was applied in a randomised controlled trial to the authentic reading task of reading aloud to an adult. Helpers heard Year‐2 children read and responded to miscues and hesitations using one of two prompting procedures. Half of the subjects were prompted using a rime‐prompt approach whereas the other half were told the correct word after five seconds. Progress was measured using word and text‐level tests and the rime‐prompt group performed significantly better than the word‐prompt group at the 5% level. The rime‐prompt method has potential for helping children recognise one‐ and two‐syllable words. It is suitable for use by parents, teachers and other helpers. 相似文献