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The Influence Of Peer Tutors And Technology-Actuated Reading Instruction Process On Third-Grade Students' Self-Perceptions As Readers: A Multiple Case Study, Brenda Shill Daw
The Influence Of Peer Tutors And Technology-Actuated Reading Instruction Process On Third-Grade Students' Self-Perceptions As Readers: A Multiple Case Study, Brenda Shill Daw
UNLV Theses, Dissertations, Professional Papers, and Capstones
Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction (TARI). Partnered with same-age peer tutors, readers used digital tools to listen to, read/record, and playback oral reading passages. They practiced, peer- or self-edited, and selected their best reading products as part of the iterative process. As reading is a complex cognitive skill (Reinking, 2005), TARI incorporated higher cognitive learning activities via a synthesis of Gagné's (1985) nine conditions of learning and the Four-Component Instructional Design Model (van Merriënboer & Kester, 2005).
Much of the current …
The Effect Of Repeated Reading With Pairs Of Students In A Large-Group Setting On Fluency And Comprehension For Students At Risk For Reading Failure, John N. Frame
Dissertations
Problem. Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency, rates of reading fluency growth, and reading comprehension for students at risk for reading failure in a school in a Midwestern mid-sized city.
Method. An experimental pretest-posttest with control group design was used with grade level stratified (2nd, 3rd, and 4th grade) intervention (N = 27) and …