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"We're supposed to already know how to teach reading": Teacher change to support struggling readers

READING RESEARCH QUARTERLY 1999年第4期34卷 426-451页

作者： Broaddus, K Bloodgood, JW James Madison Univ Harrisonburg VA 22807 USA Appalachian State Univ Boone NC 28608 USA

When Roosevelt Elementary School hired a consultant to supervise community volunteers tutoring first-grade students, they anticipated improved reading performance and enhanced community relations. A later decision to include teachers as tutors produced unforeseen benefits and challenges for a fledgling program. Focusing on the first three years of Reading Partners, this paper explores the evolving perspectives of six school members who served as tutors (three first-grade teachers, two Title I teachers, and the school principal) on professional development, classroom language arts instruction, and school-wide literacy curriculum. This qualitative study was conceived as an examination of a community-based literacy intervention program through teachers' eyes;however, the focus of the inquiry gradually shifted to teacher development and curriculum reform as school personnel became personally involved as tutors. Participating in an early intervention program encouraged school tutors to reflect upon the individual literacy needs of children in the program and in the regular classroom. Tutoring increased communication and collaboration among participating teachers, administrators, volunteers, parents, and university personnel. One challenge was creating a flexible schedule that accommodated teachers tutoring while providing high quality classroom instruction for other students. Surprisingly, these experienced teachers expressed concerns about their own expertise in adapting a literacy intervention model;they requested ongoing professional support. Finding an appropriate consultant and funding proved difficult each year. Two issues that continue to be debated in the school community are which children should be served and when a child is developmentally ready to benefit from participation in one-on-one intervention.

关键词： Curriculum Development Grade 1 Instructional Effectiveness Language Arts Primary Education Professional Development Reading Difficulties Teacher Improvement tutorial programs

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It's never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4-7

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ANNALS OF DYSLEXIA 1999年第1期49卷 223-250页

作者： Abbott, SP Berninger, VW Univ Washington Seattle WA 98195 USA

Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training;half received only alphabetic principle training;all received training in orthographic and phonological skills, practice in oval-reading of connected text, and monitoring strategies for comprehension;Results showed that the children improved reliably in reading and related measures. Treatment condition did Mot predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not yet mastered accuracy and automaticity of word recognition should be given explicit instruction, in word recognition, especially in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students on hierarchical linear modeling (HLM) growth analyses.

关键词： Alphabets Individual Instruction Instructional Effectiveness Intermediate Grades Junior High Schools Phonics Predictor Variables Reading Difficulties Remedial Reading Teaching Methods tutorial programs Word RecognitionNaming Speed

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A new approach to ITS-curriculum and course authoring: the authoring environment

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COMPUTERS & EDUCATION 1998年第1期31卷 105-130页

作者： Nkambou, R Frasson, C Gauthier, G Univ Moncton Dept Comp Sci Moncton NB E1A 3E9 Canada Univ Montreal Dept Informat & Rech Operat Montreal PQ H3C 3J7 Canada Univ Quebec Dept Informat Montreal PQ H3C 3P8 Canada

The aim of this paper is to present an authoring environment dedicated to the development of curriculum and course material that can be handled by an Intelligent Tutoring System (ITS). The adopted curriculum model is CREAM (Curriculum Representation and Acquisition Model) which represents subject-matter content from the domain, the pedagogical and the didactic points of view. The authoring environment, called CREAM-Tools, consists of a set of tools able to create and edit all bf the elements (domain knowledge, instructional objective, didactic resources, pedagogical and didactic model) of a curriculum. This set of tools contains, among others, graphical editors, intelligent assistance and knowledge browsers. The environment also includes a course generation kit that allows a designer to generate a course by specifying a target public and a course description. This paper also presents curriculum and course development approaches (methodologies). The delivery of curriculums and courses produced from this environment is done by an object-oriented ITS. The teaching process is supported by new technologies such as World-Wide Web browsers. We also show ways in which other modules in an intelligent tutoring system can exploit the resulting curriculums and courses in the teaching-learning process. (C) 1998 Elsevier Science Ltd. All rights reserved.

关键词： Authoring Aids (Programming) Computer Assisted Instruction Computer System Design Course Content Curriculum Development Educational Technology Expert Systems Instructional Design Intelligent Tutoring Systems Material Development tutorial programs

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Undergraduate students' use of information elicited during e-mail "tutorials"

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COMPUTERS & EDUCATION 1998年第3-4期30卷 169-182页

作者： Trushell, J Reymond, C Burrell, C Univ E London Dept Educ & Community Studies Dagenham RM8 2AS England Ctr Ressource Acad Nouvelles Technol Educ F-76250 Deville Les Rouen France

This study considers those questions posed by students during e-mail "tutorials" to elicit information from "guest lecturers" and the use of that information by students in their essays. The "tutorials" were conducted for students in the U.K. by a "guest lecturer" in France. The "guest lecturer" was accredited as a tutor on the module for which the students were enrolled, and participated in the module by the provision of lecture notes prior to the e-mail tutorials. Data for the study, drawn from a comparative education assignment set for undergraduate students enrolled on the module, comprised surveys of students' perceived IT capabilities and attitudes towards IT, analyses of students' questions and analyses of students' essays. The findings of the study indicate (I) that tutees tend to pose questions to elicit information or clarification rather than to elicit the viewpoint or opinions of the "guest lecturer" and (2) that two-thirds of tutees essays cited information elicited from the "guest lecturer". (C) 1998 Elsevier Science Ltd. All rights reserved.

关键词： Computer Mediated Communication Computer Uses in Education Discussion (Teaching Technique) Electronic Mail Higher Education Lecture Method tutorial programs Tutoring

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Study guides: an essential student learning tool in an integrated curriculum

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MEDICAL TEACHER 1998年第2期20卷 99-103页

作者： Holsgrove, GJ Lanphear, JH Ledingham, IM United Arab Emirates Univ Fac Med & Hlth Sci Dept Med Educ Al Ain U Arab Emirates

The undergraduate medical curriculum in the United Arab Emirates University has been in existence for just over a decade. It is integrated, organized in courses and modules, and has art increasing proportion of problem-based learning (PBL). Though educationally sound, PBL has presented the faculty and students with particular challenges. Used to a very teacher-centred approach to learning, and with the special local circumstances of the UAE, students needed much more support and encouragement in taking advantages of active learning and tutorial support than their western counterparts would require. Study Guides have been an important feature of this process and they have evolved to become a valuable supplement to the tutor's contribution and a day-to-day aid to student learning.

关键词： Active Learning Cultural Context Curriculum Development Foreign Countries Higher Education Medical Education Premedical Students Problem Based Learning Study Guides tutorial programs Undergraduate StudyUnited Arab Emirates University

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Investigate and decide learning environments: Specializing task models for authoring tool design

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JOURNAL OF THE LEARNING SCIENCES 1998年第1期7卷 65-105页

作者： Bell, B Columbia Univ Teachers Coll Ctr Intelligent Tools Educ New York NY 10027 USA

The complexities of building educational software can be reduced by relying on appropriate tools for adapting and re-using similar, previous applications. Although researchers have been creating tools for automating some aspects of software design, most of these tools typically aim for generality, attempting to cover a broad class of interactive programs in many domains. However, this approach may not be effective for building complex interactive systems, and fails to re-apply the instruction and design expertise implicit within prior software applications. An alternative is to provide tools which use specialized, rather than general, task models, tailored specifically to a target category of software. In addition, an understanding of the authoring task itself can inform the design of such specialized authoring environments. This article presents a prototype authoring tool for interactive educational software, called IDLE-Tool. Investigate and Decide Learning Environments (IDLE) is introduced as the task model around which the tool is based, and a model of the authoring process, called Guided Case Adaptation, is offered as an approach to employing the model and an exemplar in tandem to effectively support the design process.

关键词： Authoring Aids (Programming) Computer Software Educational Environment Higher Education Intelligent Tutoring Systems Models Science Education Technology tutorial programs

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Authoring knowledge-based tutors: Tools for content, instructional strategy, student model, and interface design

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JOURNAL OF THE LEARNING SCIENCES 1998年第1期7卷 5-64页

作者： Murray, T Univ Massachusetts Dept Comp Sci Lederle Grad Res Ctr Amherst MA 01003 USA

Although Intelligent Tutoring Systems (ITSs), also called knowledge-based tutors, are becoming more common and proving to be increasingly effective, each one must still be built from scratch at a significant cost. At the University of Massachusetts, Amherst, we have developed domain independent tools for authoring all aspects of a knowledge-based tutor: the domain model, the teaching strategies, the student model, and the learning environment. In this article, I describe these tools, discuss a number of design issues and design tradeoffs that are involved in building ITS authoring tools, and discuss knowledge acquisition and representation issues encountered in my work. I also describe how we plan to use these tools (collectively called Eon), including ontology objects, as a meta-authoring tool for designing special-purpose authoring tools tailored for specific domain types.

关键词： Authoring Aids (Programming) Computer Interfaces Computer Software Higher Education Intelligent Tutoring Systems Knowledge Base for Teaching Models Science Education tutorial programs

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Authoring tools for component-based learning environments

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JOURNAL OF THE LEARNING SCIENCES 1998年第1期7卷 107-132页

作者： Ritter, S Blessing, SB Carnegie Mellon Univ Dept Psychol Pittsburgh PA 15213 USA Univ Florida Dept Psychol Gainesville FL 32611 USA

We argue that a focus on building an authoring tool for a complete learning environment is misplaced. An analysis of the task of authoring a commercial educational system reveals it to be best accomplished through authoring separate components. For many of these components, authoring tools already exist and need not be duplicated for use in educational systems. Connecting the various components together is a separate authoring task, and parts of this task are different for educational systems than for typical component-based software. The second half of this article describes the Visual Translator, an authoring tool we have written specifically for this purpose.

关键词： Authoring Aids (Programming) Computer Software Educational Environment Higher Education Intelligent Tutoring Systems Models Science Education tutorial programs

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The problem-based learning tutorial: Cultivating higher order thinking skills

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JOURNAL FOR THE EDUCATION OF THE GIFTED 1997年第4期20卷 401-422页

作者： Hmelo, CE Ferrari, M UNIV PITTSBURGH CTR LEARNING RES & DEVRM 816 LRDC3939 OHARA STPITTSBURGHPA 15260 USA

In today's information age, it is increasingly important to help learners develop higher order thinking skills as well as a flexible knowledge base. Research in cognitive science and education suggests that both of these aims can be achieved by having students learn through solving problems. Problem-based learning (PBL), with its emphasis on both strategies and content, is particularly well suited to achieving these aims. In PBL, student learning begins with a problem to be solved and includes cycles of reflection on the problem-solving experience. This paper will discuss the tutorial process in PBL and how it can be used to cultivate higher older thinking skills.

关键词： Abstract Reasoning Educational Methods Elementary Secondary Education Gifted Problem Based Learning Problem Solving Thinking Skills tutorial programs

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The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers

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LEARNING DISABILITY QUARTERLY 1997年第2期20卷 126-139页

作者： Vadasy, PF Jenkins, JR Antil, LR Wayne, SK OConnor, RE UNIV WASHINGTON SEATTLE WA 98195 USA UNIV PITTSBURGH PITTSBURGH PA 15260 USA

One-to-one instruction, while highly desirable for children with the lowest reading skills, is not often available, It could be provided by nonprofessional tutors in the community, however, One aim of this study was to determine whether a one-to-one phonologically based tutoring program that incorporates many features of successful early reading programs and that is delivered by nonprofessional tutors is effective with first-grade students at risk for reading failure, Forty at-risk first graders who did not differ on reading skill prior to the intervention were randomly assigned to one of two groups, The treatment group received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks, The control group received only the regular reading instruction in their classrooms, The treatment group outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures, with effect sizes averaging .21, .35, .37, and .19, respectively, Differences were significant on only one nonword reading and one spelling measure;however, a second aim was to determine the effects of the tutors' ability to implement the lessons scripted for them, Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in each early reading skill area assessed, Results support the potential of nonprofessional tutors to supplement early reading instruction, and prevent learning disabilities in at-risk children.

关键词： Beginning Reading Early Intervention Grade 1 Individual Instruction Instructional Effectiveness Primary Education Reading Ability Reading Difficulties School Community Relationship Spelling tutorial programs Writing Skills

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