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Increasing the academic success of disadvantaged children: An examination of alternative early intervention programs

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AMERICAN EDUCATIONAL RESEARCH JOURNAL 1995年第4期32卷 773-800页

作者： Ross, SM Smith, LJ Casey, J Slavin, RE JOHNS HOPKINS UNIV CTR RES EDUC STUDENTS PLACED RISK BALTIMORE MD 21218 USA

In recent years, two programs have gained national attention for producing significant and sustained effects on the reading performance of at-risk children. One is Reading Recovery which uses highly trained teachers and a systematic set of procedures to tutor first graders who are having difficulty learning to read. The other is Success for All which uses research-based beginning and intermediate reading programs, one-to-one tutoring, family support, and other elements to provide support for all students in the targeted elementary school. The present research examined the processes and outcomes associated with the implementation of these approaches in comparable first grade classes during one school year. Results showed that Reading Recovery strongly benefited tutored students, Particularly on passage comprehension. Success for All was more beneficial for special education students and for students who were not tutored, especially on word attach measures. School climate and teacher attitude results also showed advantages of Success for All's comprehensive approach in integrating the reading curriculum with family support and schoolwide restructuring.

关键词： Academic Achievement Disadvantaged Youth Educational Practices Elementary School Students Grade 1 Outcomes of Education Primary Education Reading Instruction Special Education Teaching Methods tutorial programs TutoringSuccess for All Program Reading Recovery Projects

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Cross-age peer tutoring. A strategy for promoting self-determination in students with severe

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Preventing School Failure 1995年第4期39卷 32页

作者： Miller, Sidney R. Miller, Pamela F

Describes the self-determination project conducted at Southern Illinois University at Carbondale for students with severe emotional disabilities and behavioral disorders (SED/BD). Recruitment of cross-age peer tutors;... 详细信息

关键词： Assertiveness Behavior Disorders College Students Cross Age Teaching Demonstration programs Emotional Disturbances High School Students High Schools Higher Education Learning Disabilities Problem Solving Self Determination Self Management tutorial programs

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EFFECTS OF STAFF AND STUDENT TUTORS ON STUDENT-ACHIEVEMENT

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HIGHER EDUCATION 1994年第4期28卷 471-482页

作者： MOUST, JC SCHMIDT, HG UNIV LIMBURG DEPT EDUC DEV & RES6200 MD MAASTRICHTNETHERLANDS

In the problem-based curriculum of the faculty of Law, students of the first year are guided by staff tutors or undergraduate student tutors in small tutorial groups. In this study, academic achievement of staff tutor-guided groups are compared with student tutor-guided groups. After an eight-week course students' level of academic achievement was tested by essay questions. Two methods of assessing students' performance are used: expert judgments and propositional analysis. Results of both methods used indicate that no differences in academic achievement occur. Students guided by student tutors perform as well as students guided by staff tutors. Several explanations are proposed to account for these results.

关键词： Academic Achievement Comparative Analysis Foreign Countries Higher Education Instructional Effectiveness Law Schools Legal Education (Professions) Peer Teaching Teacher Effectiveness tutorial programs UniversitiesNetherlandsNetherlands University of Maastricht (Netherlands)

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EFFECTS OF CLASSWIDE CURRICULUM-BASED MEASUREMENT AND PEER TUTORING - A COLLABORATIVE RESEARCHER-PRACTITIONER INTERVIEW STUDY

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JOURNAL OF LEARNING DISABILITIES 1994年第7期27卷 420-434页

作者： PHILLIPS, NB FUCHS, LS FUCHS, D VANDERBILT UNIV PEABODY COLL DEPT SPECIAL EDUC BOX 328 NASHVILLE TN 37240 USA

Recent research and development has integrated computer-managed classwide curriculum-based measurement (CBM) and peer tutoring (PT) to help general educators adapt instruction to address the diverse needs of their students. The purpose of this study was to gain insight into the teachers' perspective on the advantages and disadvantages of these methods. Twenty general education teachers participating in a project that combined CBM and PT were interviewed regarding (a) ways in which the project had affected their students and their instruction, (b) their level of satisfaction with the project, and (c) shortcomings of the project. An unusual feature of this study was that in attempting to take advantage of the insider information possessed by the educators, we involved the teachers in developing the actual interview questions. Teachers specified a large number of academic, social, and instructional benefits of the methods, and they identified several weaknesses that should be addressed. Implications are discussed in terms of the development of other educational innovations and the use of CBM and PT in general education classrooms that include students with learning disabilities.

关键词： Classroom Research Curriculum Based Assessment Educational Methods Elementary Secondary Education Interviews Learning Disabilities Peer Teaching Questioning Techniques Research and Development Teacher Attitudes Theory Practice Relationship tutorial programs

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READING PROGRAM - REMEDIAL, INTEGRATED, AND INNOVATIVE

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ANNALS OF DYSLEXIA 1991年第1期41卷 119-127页

作者： BUTLER, SR UNIV SYDNEY SYDNEYNSW 2006AUSTRALIA

An innovative integrated remedial reading program has been developed based on recent research findings. My longitudinal studies have revealed that poor reading compounds itself over the years. The majority of children with reading disabilities currently remain in regular classrooms with varying techniques being used depending upon individual school directives and current educational theory. Despite current remedial techniques, the poorer reader tends to remain so throughout the school years. Innovative techniques must be developed in the hope of altering this pattern. This paper presents one alternative strategy which can be used to upgrade reading skills and break the cycle of reading failure. The Reading Assistance tutorial Pack (R.A.T. Pack) is a carefully sequenced series of activities that enables the learner to experience the motivating and reinforcing properties of success through all stages of phonetic and reading skills development. It is a systematic, multidisciplinary remedial reading program based on sound behavior, psycholinguistic and cognitive theories of learning-incorporating listening, speaking, seeing, writing, thinking, and comprehension skills. The R.A.T. Pack demands a high percentage of on-task behavior and trains phonological processing strategies. Functional language use is promoted through enjoyable activities involving sentence construction, cloze passages, puzzles, games, and other creative manipulations of the surface features of languages. The program has proven successful in schools, homes, and clinics.

关键词： Elementary Education Instructional Effectiveness Instructional Materials Integrated Activities Interdisciplinary Approach Language Skills Phonology Reading Difficulties Reading Instruction Remedial Instruction Remedial Reading Sequential Learning Time on Task tutorial programs

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tutorial RELATIONS - THE DYNAMICS OF SOCIAL-CONTRACT AND PERSONAL TRUST

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INTERCHANGE 1989年第1期20卷 14-26页

作者： RAPOPORT, T YAIR, G KAHANE, R HEBREW UNIV JERUSALEM HARRY S TRUMAN RES INST ADV PEACEJERUSALEMISRAEL

Analysis of 47 case studies of tutoring relationships between college tutors and elementary students suggests that three tutoring patterns can be distinguished. Each of these three tutoring patterns--professional, comradeship, and informal--combines personal trust and social contract in different ways. Implications are drawn for implementation of tutorial projects. (IAH)

关键词： Case Studies Elementary Education Foreign Countries Higher Education Interpersonal Relationship Socialization Trust (Psychology) tutorial programs Tutoring TutorsIsraelIsrael

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CLASSWIDE PEER TUTORING WITH MILDLY HANDICAPPED HIGH-SCHOOL STUDENTS

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EXCEPTIONAL CHILDREN 1988年第1期55卷 52-59页

作者： MAHEADY, L SACCA, MK HARPER, GF LEWISTON PORTER SCH DIST PUPIL PERSONNEL SERVYOUNGSTOWNNY SUNY COLL FREDONIA DEPT EDUCFREDONIANY 14063

Effects of classwide peer tutoring (CWPT) on the academic performance of 14 mildly handicapped and 36 nondisabled students enrolled in three 10th-grade social studies classrooms were examined. Effects were analyzed using a multiple baseline design across settings with a withdrawal of treatment in two classrooms. Analysis of results indicated that the implementation of CWPT produced an average increase of 2l points on weekly tests. With CWPT 60% of all students earned ‘A’ grades, failing grades were virtually eliminated, and no mildly handicapped students received grades below ‘C’. Anecdotal student and teacher comments were positive. Implications for secondary, mainstreamed students and teachers were discussed. [ABSTRACT FROM AUTHOR]

关键词： Academic Achievement Behavior Disorders Grade 10 High Schools Individual Instruction Instructional Effectiveness Learning Disabilities Mainstreaming Mild Disabilities Peer Teaching Social Studies Teaching Methods tutorial programs Tutoring

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COST-EFFECTIVENESS OF COMPUTER-ASSISTED-INSTRUCTION

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EVALUATION REVIEW 1987年第1期11卷 50-72页

作者： LEVIN, HM GLASS, GV MEISTER, GR STANFORD UNIV ECONSTANFORDCA 94305 ARIZONA STATE UNIV EDUCTEMPEAZ 85287 ARIZONA STATE UNIV DIV PSYCHOLTEMPEAZ 85287 ARIZONA STATE UNIV DIV LEADERSHIPTEMPEAZ 85287 ARIZONA STATE UNIV DIV POLICY STUDIESTEMPEAZ 85287 RES BETTER SCH INC PHILADELPHIAPA

The cost effectiveness of four approaches to improving mathematics and reading performance of elementary school children is compared. Peer tutoring is found to be more cost-effective than computer-assisted instruction, and both are more cost-effective than reducing class size or increasing the length of the school day. (Author/JAZ)

关键词： Class Size Computer Assisted Instruction Cost Effectiveness Cross Age Teaching Educational Strategies Effect Size Elementary Education Mathematics Achievement Mathematics Instruction Reading Improvement Time on Task tutorial programs

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EFFECTS OF INTERGENERATIONAL TUTORING AND RELATED VARIABLES ON READING AND MATHEMATICS ACHIEVEMENT OF LOW SOCIOECONOMIC CHILDREN

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JOURNAL OF EXPERIMENTAL EDUCATION 1987年第4期55卷 206-211页

作者： POWELL, JV WISENBAKER, J CONNOR, R UNIV GEORGIA ATHENSGA 30602 USA

A need was determined to evaluate the effectiveness of a tutoring program upon tutee performance in reading and mathematics since program inception. Records were data processed for 232 unique participants within a methodological alternative akin to an institutional cycle design. Variables for each participant extracted from data sources included name, grade equivalent scores in reading and mathematics on the Iowa Test of Basic Skills, absentee records, dates of program participation, number of tutoring sessions, and grade level. SAS programs were applied to data processing and statistical analysis. Findings revealed that the tutorial program generally provided beneficial assistance over 3 years. Particularly, students during 1984-85 showed greater average gains in reading and mathematics achievement and more favorable changes in absenteeism than nonparticipating counterparts. Differences, however, were not statistically significant.

关键词： Tutoring tutorial programs Mathematics achievement Mathematics education Student absenteeism Reading Mathematics Mathematics tests Public schools

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CLASSWIDE STUDENT TUTORING TEAMS - THE EFFECTS OF PEER-MEDIATED INSTRUCTION ON THE ACADEMIC-PERFORMANCE OF SECONDARY MAINSTREAMED STUDENTS

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JOURNAL OF SPECIAL EDUCATION 1987年第3期21卷 107-121页

作者： MAHEADY, L SACCA, MK HARPER, GF SUNY BUFFALO BUFFALO NY 14260 USA SUNY COLL FREDONIA FREDONIA NY 14063 USA

Examines the effects of a Classwide Student Tutoring Teams (CSTT) program on the academic performance of mildly handicapped (MH) high school students in mathematics. Comparison of the MH students' performance with nonhandicapped students following the implementation of CSTT; Educational implications of the program for secondary mainstreamed students and teachers.

关键词： Academic Achievement Demonstration programs Educational Games Feedback Intervention Mathematics Instruction Mild Disabilities Outcomes of Education Peer Teaching Secondary Education Secondary School Mathematics Teaching Methods tutorial programs

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