Delivering One-to-One Tutoring in Literacy via Videoconferencing

Autor/inn/en	Houge, Timothy T.; Geier, Constance
Titel	Delivering One-to-One Tutoring in Literacy via Videoconferencing
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2009) 2, S.154-163 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.2.6
Schlagwörter	Spelling; Literacy; Tutoring; Teaching Methods; Computer Uses in Education; Adolescents; Preadolescents; Reading Comprehension; Instructional Effectiveness; Teacher Student Relationship; Distance Education; Video Technology; Elementary School Students; Secondary School Students; Reading Difficulties; Word Recognition; Preservice Teachers; Computer Mediated Communication; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Schreibweise; Alphabetisierung; Schreib- und Lesefähigkeit; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Leseverstehen; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Distance study; Distance learning; Fernunterricht; Sekundarschüler; Reading difficulty; Leseschwierigkeit; Worterkennung; Computerkonferenz
Abstract	To date, nearly all one-to-one literacy instruction is delivered in person, often in university-based reading clinic settings. This traditional tutoring format, however, has not met the needs or fit the schedules of many adolescents. Distance technology, accompanied with research that confirms literacy instructional components do remain intact, has been proposed as an alternative. This study presents the results of one-to-one literacy tutoring delivered to 61 adolescents in grades 4-12 via videoconferencing. Students' pre- and postreading and spelling scores on a standardized assessment were used as indicators of growth in the areas of accuracy, fluency, comprehension, and spelling. Results indicated that adolescent readers made significant growth in all areas. In addition, our informal observations of social interactions between the tutors and their students assured us that the social dimensions of one-to-one tutoring were not sacrificed when they met via distance technology. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10