Title

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

Authors

Authors

E. Vasquez;T. A. Slocum

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

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

Share

COinS