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1.
Training Parents and Teachers in Remedial Reading Procedures for Children with Learning Difficulties
The mothers and classroom teachers of four 11‐12‐year‐old low progress readers were trained in tutoring procedures that involved delaying attention to child reading errors, providing cues to help correct errors and praising specific reading strategies and achievements. A multiple baseline design across subjects was used to evaluate the effects of tutor training in both home and school settings. Baseline measures showed that one class teacher delayed attention to child errors and two teachers provided appropriate prompts, while the parents showed no occurrence of the tutoring behaviours. Following training, both teachers and parents applied the specific tutoring behaviours and these behaviours were shown to persist across a three to five week maintenance period during which the experimenter reduced training and feedback to tutors and at three one‐month follow‐up assessments. Pre‐tests showed the children to have reading age levels three to five years behind an expected level for their chronological age. Post‐tests showed the children to have an average gain in reading level of 28 months (range 24‐48 months). 相似文献
2.
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
3.
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
4.
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
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6.
S.A. Barringer 《Journal of Food Science Education》2008,7(3):47-53
ABSTRACT: The busy instructor wants to help their students learn but is often pressed for time. This article presents 6 grading techniques that help the students learn without taking a lot of time. First, not grading an assignment saves time and can still be valuable as long as the instructor carefully structures it so the students still have an incentive to complete the assignment and still learn from the assignment. Second, students can grade their own assignments and receive immediate feedback on the correct answer using commercially available scratch off sheets. Third, giving team rather than individual grades encourages peer tutoring as long as teams are carefully managed. Fourth, in-class peer grading lets students learn from each other, by reading how others did the assignment and discussing it with their team. Fifth, doing an in-class grading lecture over all of the students' assignments at once allows you to give feedback on common mistakes and is especially helpful when students are unclear on the assignment. Sixth, a grading rubric saves time writing comments and helps the students understand exactly what is expected and is the basis for their grade. These techniques can save time in grading while helping the students to learn the material better. 相似文献
7.
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
8.
Margo A. Mastropieri Thomas Scruggs Lisa Mohler Marcia Beranek Vicky Spencer Richard T. Boon Elizabeth Talbott 《Learning disabilities research & practice》2001,16(1):18-27
This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs. 相似文献
9.
Charlene Tan 《Interchange》2017,48(4):315-329
Drawing on Brown (in Br J Sociol Educ 11(1):65–86, 1990) and Barrett DeWiele and Edgerton (in Interchange 47:189–210, 2016), this article explores the relationship between private supplementary tutoring and parentocracy using Singapore as an illustrative case study. It is argued that the ubiquity and affordability of private supplementary tutoring in Singapore indicate that parentocracy is embraced by the majority of parents who seek to give their children a competitive edge. Among the parents, better-educated parents with higher incomes adopt a more proactive interventionist parenting style by paying more for both academic and non-academic enrichment classes. The phenomenon of parentocracy has contributed to educational inequalities in Singapore as children from more privileged home backgrounds have access to more educational resources and opportunities. But the inequalities engendered by parentocracy are mitigated by high-stakes exams that ensure that admission to elite schools is still largely determined by exam results rather than the wealth and wishes of parents. This study offers a nuanced account of private supplementary tutoring through highlighting its diversity and appropriation by different parents in Singapore. The study also illustrates the co-existence of parentocracy and meritocracy where private supplementary tutoring is strategically utilised by parents in Singapore to give their children an equal opportunity to excel in terminal exams. 相似文献
10.
The biological world includes many negatively valenced activities, like predation, parasitism, and disease. Do children’s books cover these activities? And how do parents discuss them with their children? In a content analysis of children’s nature books (Study 1), we found that negatively valenced concepts were rarely depicted across genres and reading levels. When parents encountered negative information in books (Studies 2–3), they did not omit it but rather elaborated on it, adding their own comments and questions, and their children (ages 3–11) were more likely to remember the negative information but less likely to generalize that information beyond the animal in the book. These findings suggest that early input relevant to biological competition may hamper children’s developing understanding of ecology and evolution. 相似文献
11.
Arathi Sriprakash Helen Proctor Betty Hu 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):426-441
This article explores parents’ use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived ‘invisible’, pedagogically progressive approach of Australian primary schooling. We argue that these parents’ enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools and prestigious universities. Our findings show how paid tutoring is a contemporary pedagogic strategy for securing educational advantage, not just a ‘cultural’ practice prevalent among certain migrant communities, as it is often characterised. We suggest that an analytic focus on pedagogy can help connect issues of class, culture and competition in research on home–school relationships, offering a productive way for the field to respond to the tensions these issues engender. 相似文献
12.
Georgeta Ion Angelina Sánchez Martí Ingrid Agud Morell 《Assessment & Evaluation in Higher Education》2019,44(1):124-138
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues’ progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received. 相似文献
13.
Influence of a catalan peer tutoring programme on reading comprehension and self‐concept as a reader
This study relates to the results obtained in the development of reading comprehension (RC) and self‐concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi‐experimental design with the use of comparison groups and pre‐tests/post‐tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self‐concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self‐concept, the tutor's own role, his involvement with their tutees' progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor's reading self‐perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident. 相似文献
14.
This study examined the strategies parents use naturally to help early readers at difficult points of text or pronunciation. Forty‐two children were videotaped reading to a parent. Results suggest parents are not likely to provide specific instructional feedback when listening to their children read. When given, parental feedback tends to be well tuned to the child's reading ability, with parents of less skilled readers providing richer and more varied feedback than parents of more skilled readers. A tree clustering analysis placed parents in one of three groups: 1) ‘Learner centred’ parents use a variety of feedback strategies; 2) ‘Inactive’ parents allow their children to continue uncorrected; 3) ‘Direct’ parents supply the miscued word. The children of ‘learner centred’ parents did not perform as well as children of ‘inactive’ parents on measures of reading ability, possibly because parents of better readers no longer need to be ‘learner centred’. 相似文献
15.
Deanne Boydell 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):3-12
This paper describes Hong Kong research into peer tutored instruction in reading. Tutors were trained to use Paired Reading, a technique appropriate for use across a range of ability levels, and adaptable for reading instruction in languages and orthographies other than English. The Hong Kong research confirms that peer tutors can successfully deliver reading instruction, with both tutors and tutees benefiting in terms of enhanced reading proficiency, intrinsic motivation to learn, and self‐concept. It also suggests some factors which may enhance the effects of peer tutoring upon achievement. For tutees these are content coverage, peer self‐concept and intrinsic motivation to study. For tutors the predominant factor is locus‐of‐control. Interestingly, tutors’ instructional behaviours during tutoring sessions appear not to have any effect on tutoring outcomes, except in so far as they might slow down coverage of the material being read. 相似文献
16.
Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures. 相似文献
17.
《师资教育杂志》2012,38(1):67-78
Reading methodology in pre-service teacher training may not be effective because of the literacy beliefs and practices of the trainees. This paper examines the reading practices of a group of pre-service teachers (n=29) in Singapore. Their personal approach to reading revealed that the majority split reading into two domains: leisure reading and academic reading. Trainees use multiple strategies in reading but these are confined to their leisure reading; for academic reading, they adopt a different set of strategies that are geared to remembering rather than comprehension or evaluation. These representations of reading and the associated strategies are developed and reinforced during their schooling. Due to the lack of congruence between the training and trainees' own representations, trainees fall back on remembered routines during their teaching. 相似文献
18.
Eleni Dimitrellou Philip Macmillan Brahm Norwich 《Journal of Research in Special Educational Needs》2023,23(1):12-23
School closures due to the COVID-19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students' learning. This paper focuses on the online evaluation of Own-Voice Intensive Phonics (OVIP) approach, a computer-assisted instruction programme used during the COVID restrictions to help 15 pupils aged 7–12 with reading difficulties improve their reading. Analysis of Single Word Reading pre-and-post-test revealed a 3.2-year mean word reading age gain over a 19- to 22-week period. Questionnaire data from pupils and parents and the end of OVIP session and parent-reported data at a one-year follow-up demonstrated an overall increase in pupil reading skills and self-confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher-mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher-mediated own voice approaches to unmediated programmes, using a larger sample. 相似文献
19.
Strength challenge is described as a method of giving feedback that helps counselor trainees identify and use their strengths more fully. 相似文献
20.
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