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Delivery and Evaluation of Synchronous Online Reading Tutoring to Students At-Risk of Reading Failure

July 17, 2012
*This review was written by Rachel Schantz (uploaded via Jerrid Kruse)
Reference: Vasquez, Eleazar., Forbush, David., Mason, Lee., Lockwood, April., Gleed Linsey., “Delivery and Evaluation of Synchronous Online Reading Tutoring to Students At-Risk of Reading Failure”,  Rural Special Education Quarterly, 30(3), (2011): 16-26.

What is Known

In today’s society demands for higher literacy are increasing, however, for students who have difficulty reading, tutoring is not always available. Students who live in rural and low income areas may not have access to qualified providers. As students advance through grades, the need for literacy skills becomes more demanding and it is imperative that teachers address the reading disparity between students.

Direct instruction programs, such as Corrective Reading , have been documented as effective programs with remedial readers, non-categorical poor readers, and special educations students.  An example of this design includes; a) analysis of the content including identification of generalizable strategies to help students learn more efficiently, b) instruction designed to minimize vagueness for students, c) structured dialogue between the teacher and student, d) skills taught in a sequential manner e) organized instructional objectives to allow for systematic skill development throughout the programs. Direct instruction was one of the most effective reading programs for children.

One way to overcome this obstacle is to supplement classroom instruction with live systematic, comprehensive, and explicit online reading tutoring. The use of on-line tutoring allows flexible in instruction with the regard to materials, delivery to a variety of geographic areas, and a variety of times during which tutoring is delivered
Using online tutoring may be one way to meet student’s needs in locations in which high quality tutoring is not available

What this research adds

Research has found little difference between face-to face and online synchronous distance education. Tutors in this study were trained how to use, and did use the direct instruction series Corrective Reading. This research concluded that the on-line supplemental reading instruction led to a marked increase in the participant’s oral reading fluency. Across both online and face-to-face instructional settings, all tutors had a 100% match on the discrete behaviors cue, pause, and signal. Error correction procedures and were delivered approximately the same during both face-to-face and online tutoring sessions. An important aspect or tutoring literacy skills is the use of reinforcement, which was approximately the same during both on-line and face-to-face tutoring.

Implications for Practice

The implications for students who receive on-line supplemental tutoring services include; access to trained tutors who deliver scientifically proven methods of instruction, reading strengths and weaknesses can be assessed by on-line assessments, students can receive one-on-one high paced instruction, students participate in intensive practice and receive error correction, parents, students, administrators, and tutors self report that interactions are positive, and tutors are instruction in delivering researched-based instruction and given feedback on performance.

One Comment leave one →
  1. August 6, 2016 2:15 am

    reading online or elearning more efective and we not must meet teacher for studying

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