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Christine: A case study of literacy acquisition by an adult with developmental disabilities

MENTAL RETARDATION 2002年第3期40卷 219-234页

作者： Pershey, MG Gilbert, TW Cleveland State Univ Dept Speech & Hearing Cleveland OH 44114 USA NE Care Ctr N Royalton OH 44133 USA

Christine, an adult with developmental disabilities, had no history of education. A nonreader, she began to receive literacy tutoring at age 35. In 7 years she was educated through an eclectic approach that primarily entailed echo reading of brief passages, such as sentences and stories. She moved from holistic recognition of print to an ability to respond to instruction about analysis of some features of print, thereby gaining insights into decoding and spelling. This approach contrasts with literacy instruction that teaches adults with developmental disabilities to memorize small units of decontextualized print (letter-sound correspondences or survival words) before reading full text. Implications for facilitating literacy in adults with developmental disabilities by using contextually supported reading instruction are explored.

关键词： Adult Literacy Adults Case Studies Decoding (Reading) Developmental Disabilities Functional Literacy Reading Instruction Sight Method Teaching Methods tutorial programs

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Students' use of Web-based tutorial materials and their understanding of chemistry concepts

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JOURNAL OF CHEMICAL EDUCATION 2001年第7期78卷 975-980页

作者： Donovan, WJ Nakhleh, MB Purdue Univ Dept Chem W Lafayette IN 47907 USA

John Nash and William Robinson developed Web-based tutorials for five chemistry topics, including static, animated, and user-manipulable representations of molecules and chemical processes. Some students found that us... 详细信息

关键词： Chemistry Concept Mapping Higher Education Problem Solving Science Education Sex Differences Teaching Methods tutorial programs World Wide Web

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Can minimally trained college student volunteers help young at-risk children to read better?

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READING RESEARCH QUARTERLY 2001年第1期36卷 28-46页

作者： Fitzgerald, J Univ N Carolina Chapel Hill NC 27514 USA

The study addressed at-risk first and second grade students' reading growth as they were tutored by minimally trained college students, The college students were volunteer work-study students participating in the recent national America Reads initiative, In all, 144 children received some amount of tutoring. Thirty-nine tutors used a four-part instructional lesson with the children. For main analyses, 64 children who received the full complement of tutoring sessions were compared to 19 who received fewer sessions, The main conclusions were: (a) Comparisons using a within-program control group showed that, on average, children made statistically significant gains in instructional reading level that could be attributed to the tutoring, The average gain for children receiving the full term of tutoring was 1.19 grade levels during six months of tutoring. (b) The greatest impact of tutoring was in affecting children's ability to read words. Among the children who received the full term of tutoring, most of their instructional reading level growth occurred during the second half of the program. (c) Patterns of growth in instructional reading level were different for low- and high-gains groups of children.

关键词： College Students High Risk Students Instructional Effectiveness Primary Education Reading Improvement Reading Instruction Reading Research tutorial programs Tutoring VolunteersAmerica Reads Challenge

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The effects of an after-school tutoring program on the academic performance of at-risk students and students with LD

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REMEDIAL AND SPECIAL EDUCATION 2001年第3期22卷 172-186页

作者： Hock, MF Pulvers, KA Deshler, DD Schumaker, JB Univ Kansas Ctr Res Learning Lawrence KS 66045 USA Univ Kansas Athlet Dept Strateg Tutoring Program Lawrence KS 66045 USA Univ Kansas Dept Special Educ Lawrence KS 66045 USA

Improving the educational outcomes for students who are at risk for academic failure is an important issue for educators and policymakers. Recently. before- and after-school tutoring programs have been identified as having the potential to turn academic failure into academic success. Two studies were conducted to determine the efficacy of an after-school tutoring program. Results of the studies showed that at-risk students and students with learning disabilities who were failing classes could earn average or better grades on quizzes and tests ii they had the support of trained adult tutors. Additionally, researchers found that tutors could teach strategies during their tutoring sessions and that students could learn the strategies while they worked on their class assignments. Finally, researchers found that some students continued to be successful after tutoring ended, indicating that they were able to use the strategy they had learned in a generative fashion.

关键词： Academic Achievement After School programs High Risk Students Instructional Effectiveness Junior High Schools Learning Disabilities Program Effectiveness tutorial programs Tutoring

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Development and implementation of the MTutor on-line tutorial system for diploma level research students

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NURSE EDUCATION TODAY 2000年第8期20卷 600-607页

作者： Morris, J Maynard, V Univ Plymouth Inst Hlth Studies Pool TR15 3RG Cornwall England

This study describes the development, implementation and evaluation of MTutor, a web-based tutorial system, which was developed for students undertaking a diploma lever research module. The aim of the study was to evaluate the feasibility of using a problem solving approach through an on-line system, to provide additional academic support for health care students undertaking a research module. The extent to which students found it a useful approach and resource for reinforcing teaming and for developing their computer and information technology skills was also evaluated. The tutorial was developed around a single researchable problem related to communication skills and nurse-patient interactions, it was based on an experimental design and consisted of four sub-problems supported by a variety of text-based resources relevant to the sub-problems. A series of multiple-choice questions accompanied each sub-problem and an evaluation questionnaire at the end of the tutorial was used to obtain formal feedback on the system. The evaluation questionnaire revealed that students found the system to be easy to use and that the on-line resources provided sufficient information with which to answer the tutorial problems. Students felt that the tutorial reinforced the taught sessions in the module and that working through the problems enhanced their understanding of research design. Further piloting of the system is planned to obtain feedback from an additional cohort of students as well as lecturers teaching the diploma level research module. (C) 2000 Harcourt Publishers Ltd.

关键词： Higher Education Nursing Education Nursing Research Problem Based Learning tutorial programs World Wide Web

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Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities

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JOURNAL OF LEARNING DISABILITIES 2000年第6期33卷 579-590页

作者： Vadasy, PF Jenkins, JR Pool, K Washington Res Inst Seattle WA 98109 USA Univ Washington Coll Educ Seattle WA 98195 USA Captain Johnston Blakely Elementary Bainbridge Isl WA USA

This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. Al year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring, programs.

关键词： At Risk Persons Decoding (Reading) Early Intervention Grade 1 Instructional Effectiveness Learning Disabilities Phoneme Grapheme Correspondence Phonics Primary Education Reading Skills Spelling tutorial programs Tutoring Tutors

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Bioscience in the pre-registration curriculum: finding the right teaching strategy

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NURSE EDUCATION TODAY 2000年第2期20卷 123-135页

作者： Davies, S Murphy, F Jordan, S Univ Coll Swansea Sch Hlth Sci Swansea SA2 8PP W Glam Wales

With the transition of pre-registration nursing programmes into higher education, a disproportionate number of problems have arisen in relation to the bioscience component of the curriculum. Therefore, a survey was undertaken to obtain the views of students (n = 294) and staff (n = 57) to identify effective teaching strategies to facilitate students' learning and understanding of this difficult area of the curriculum. In contrast to the staff, the majority of students found all three teaching strategies (lectures, tutorials and laboratory sessions) of approximately equal value to their learning and practice. Our findings suggest that students' problems with the biosciences could be ameliorated by adjustments in curriculum apportionment. Our data would support the continuation of lead lectures and laboratory work in bioscience. However, a tutorial system, specifically designed to overcome the particular difficulties experienced by nursing students in this area, is needed. This should augment, not replace, lectures and teaching laboratories. There was little indication that such a redistribution of resources would be favoured by the majority of the staff. (C) 2000 Harcourt Publishers Ltd.

关键词： Biological Sciences Course Content Higher Education Nursing Education Teaching Methods tutorial programs

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When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training

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READING RESEARCH QUARTERLY 2000年第4期35卷 494-519页

作者： Baker, S Gersten, R Keating, T Eugene Res Inst Eugene OR 97401 USA

The purpose of the current study was to evaluate the effects on reading achievement of a low-cost, widely implemented volunteer reading program that has been expanding rapidly throughout the state of Oregon. Eighty-four beginning first grade students at risk of reading difficulties were randomly assigned to experimental and comparison groups. Adult volunteers tutored students in the experimental group in 30-minute sessions two times per week in first and second grade, At the end of grades 1 and 2, students were administered a number of standardized reading measures, including measures of individual word reading, reading comprehension, word comprehension, and reading fluency. Analyses revealed that students in the experimental group made greater growth on a word identification measure than students in the comparison condition;they also made more growth than a group of average-achieving students who were from the same classrooms as the students in the experimental and comparison groups. Students in the experimental group also scored higher than students in the comparison condition on measures of reading fluency and word comprehension at the end of second grade. Differences were not statistically significant on passage comprehension. Findings are discussed in the context of the reading achievement effects that other adult volunteer reading programs have attained. Pie suggest that in establishing adult volunteer reading programs it is important to consider how to balance the intensity of training reading volunteers to achieve measurable impact on reading achievement with real world realities of the volunteer tutoring experience and goals for the extensiveness of implementation.

关键词： High Risk Students Longitudinal Studies Primary Education Program Descriptions Program Effectiveness Reading Difficulties Reading Fluency Reading Improvement Reading Instruction tutorial programs Tutoring Volunteers

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Problem-based learning the distance learning way: a bridge too far?

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NURSE EDUCATION TODAY 2000年第2期20卷 98-105页

作者： Price, B RCN Inst London England

Since problem-based learning is classically associated with campus based, small group learning conducted over protracted periods of time, it should not, in theory, be well suited to the distance learning mode of study. Just how do you write distance learning materials which adequately accommodate the problem-based learning process, and which acknowledge the variety of problems that could be identified for study? This paper critically examines one distance learning initiative designed to test whether problem-based learning may be delivered to student benefit at post-registration, undergraduate nurse programme level. (C) 2000 Harcourt Publishers Ltd.

关键词： Distance Education Higher Education Nursing Education Problem Based Learning tutorial programs

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Student understanding of light as an electromagnetic wave: Relating the formalism to physical phenomena

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AMERICAN JOURNAL OF PHYSICS 1999年第10期67卷 891-898页

作者： Ambrose, BS Heron, PRL Vokos, S McDermott, LC Univ Washington Dept Phys Seattle WA 98195 USA

During an investigation of student understanding of physical optics, we found that some serious difficulties that students have with this topic may be due, at least in part, to a lack of understanding of the nature of light as an electromagnetic wave. We therefore decided to look carefully at how students interpret the diagrammatic and mathematical formalism commonly used to represent a plane EM wave. The results of this research have guided the development and modification of tutorials that address some of the difficulties that we identified. These instructional materials are an example of how, within a relatively short time allotment, a curriculum developed on the basis of research can help students relate the concepts and formal representations associated with EM waves to physical phenomena. (C) 1999 American Association of Physics Teachers.

关键词： Higher Education Instructional Effectiveness Instructional Materials Light Misconceptions Optics Physics Science Curriculum Science Instruction Scientific Concepts tutorial programs

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