Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure

    Authors

    E. Vasquez;T. A. Slocum

    Comments

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    Abbreviated Journal Title

    Except. Child.

    Keywords

    EARLY ELEMENTARY-SCHOOL; NON-HISPANIC STUDENTS; SUPPLEMENTAL; INSTRUCTION; DECODING SKILLS; TEACHERS; MEDIA; Education, Special; Rehabilitation

    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 (TM). 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.

    Journal Title

    Exceptional Children

    Volume

    78

    Issue/Number

    2

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    221

    Last Page

    235

    WOS Identifier

    WOS:000298461800006

    ISSN

    0014-4029

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