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Effects of tutoring strategies and noninstructional variables on nontraditional students' reading comprehension scores
Title
Effects of tutoring strategies and noninstructional variables on nontraditional students' reading comprehension scores.
Creator
Hill, Betty Griswold., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description
A semester-long study examined the effect of tutoring strategies on nontraditional students' reading comprehension scores. Specifically, the study investigated the interaction among two tutoring strategies--computer-aided and traditional teacher-directed instruction--and three noninstructional variables--gender, age, and computer comfort. One hundred and forty-nine students, 57 percent of the original group, completed the study. The subjects, 25+ years old, represented a cross section of...
Show moreA semester-long study examined the effect of tutoring strategies on nontraditional students' reading comprehension scores. Specifically, the study investigated the interaction among two tutoring strategies--computer-aided and traditional teacher-directed instruction--and three noninstructional variables--gender, age, and computer comfort. One hundred and forty-nine students, 57 percent of the original group, completed the study. The subjects, 25+ years old, represented a cross section of nontraditional students likely to be found in freshmen reading classes at a community college. All the students were enrolled in a college credit reading course designed for those who need assistance in improving their reading comprehension. Data were collected from responses on questionnaires completed by the students and from two reading tests taken by the students. A pretest was administered at the beginning of the study; a posttest was administered at the end of the study. The students received the same classroom instruction. The instructor was the same for all the students in the study. In addition to the regular classroom instruction, each student participated in 15 hours of tutoring. The control group was tutored 15 hours in a teacher-directed setting; the experimental group completed 15 hours using the Quantum Educational Developmental Lab. Analyses of variance were conducted to test six hypotheses related to strategies, age, gender, and computer comfort. The findings suggest the students' scores improved with the application of each tutoring strategy. The noninstructional variables of gender and computer comfort did not appear to have a significant effect on the reading comprehension of individuals in this study. However, a significant difference was noted in relationship to age groups and computer-aided tutoring.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12422
Subject Headings
Tutors and tutoring, Teaching
Format
Document (PDF)
DESIGNING, IMPLEMENTING AND TESTING THE EFFECTIVENESS OF A READING TUTORIAL PROGRAM FOR UNDERACHIEVING MIGRANT STUDENTS
Title
DESIGNING, IMPLEMENTING AND TESTING THE EFFECTIVENESS OF A READING TUTORIAL PROGRAM FOR UNDERACHIEVING MIGRANT STUDENTS.
Creator
DORSEY, MARY ELIZABETH., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
Migrant children are one of the most educationally deprived groups of children in America. They include children from all ethnic groups: Black, White Mexican, Oriental and Indian, who lead a kind of transitory life that places great limitation on feelings of security and stability. Educators cannot control or dictate the mobility patterns of these children. But educators can design special programs and structure the learning environment so that the transitory life style of these children is...
Show moreMigrant children are one of the most educationally deprived groups of children in America. They include children from all ethnic groups: Black, White Mexican, Oriental and Indian, who lead a kind of transitory life that places great limitation on feelings of security and stability. Educators cannot control or dictate the mobility patterns of these children. But educators can design special programs and structure the learning environment so that the transitory life style of these children is less disruptive to their educational achievement. The problem involved in this study was to determine the effectiveness of a reading tutorial program designed and implemented for underachieving migrant students. The purposes of this study were to describe a model for designing and implementing a reading tutorial program and then to test the effectiveness of the program by assessing the reading gains made by participating migrant students. This study was limited to migrant students enrolled in five elementary schools located on the Southwestern coast of Florida in the agricultural belt. The review of literature focused on existing reading programs designed for migrant and other educationally deprived students. Most of the special reading programs that were researched indicated that educationally deprived children tend to increase in reading achievement when programs and materials are structured to accommodate their social, cultural and educational needs. In view of these studies, it was hypothesized that: Given the benefit of personalized and individualized instruction in a reading tutorial program, migrant students, grades two through five, would demonstrate a mean gain of one and one-half months' gain per twenty hours of instruction in reading achievement. The Silvaroli Classroom Reading Inventory was the instrument selected for the pretesting and posttesting of students because it has shown to correlate highly in judging the reading achievement of groups of individuals('1). This instrument was utilized to measure the reading gains by obtaining a gain score. The gain score ratio was computed by dividing the gain in months by the number of months of instruction received. Students attended tutorial sessions in groups of threes for approximately sixty minutes daily, five days a week. A diagnostic prescriptive technique was used, whereby each student was provided with one-to-one instruction, fifteen to twenty minutes each day. The results of the findings indicated that in terms of program effectiveness, the group of students, grades two through five, demonstrated a mean gain of 4.0 months' gain per month (twenty hours) in the program. The data collected clearly indicated that the tutorial concept, as organized and implemented, produced substantial improvement in reading skills with migrant students previously exhibiting reading deficiencies as measured by the Silvaroli Classroom Reading Inventory. ('1)Joe Peterson, M. Jean Greenlaw and Robert J. Tierney, "Assessing Instructional Placement with the IRI: The Effectiveness of Comprehension Questions," Journal of Educational Research (May/June, 1978):247-50
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11773
Subject Headings
Children of migrant laborers--Education--Florida, Tutors and tutoring
Format
Document (PDF)
IMPROVING STUDENT WRITING WITH PEER TUTORS: INITIATING A WRITING FELLOWS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY
Title
IMPROVING STUDENT WRITING WITH PEER TUTORS: INITIATING A WRITING FELLOWS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
Creator
Domansky, Shaelyn, Galin, Jeffrey R., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Writing Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an...
Show moreWriting Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an apparent disconnect between the writing skills being taught within the non-English Department courses and the work being done within the University Center for Excellence in Writing (UCEW) to teach the effectiveness of strong, academic writing to students. This disconnect can be eliminated with the help of peer tutors acting as the bridge connecting the faculty across the disciplines to the UCEW.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013299
Subject Headings
Writing--Study and teaching (Higher), Tutors and tutoring, Peer teaching, Florida Atlantic University
Format
Document (PDF)