Abstract

This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students were tutored using the standard one-to-one tutoring process used in SFA. Analyses of covariance of students' standardized reading scores indicated that the first-grade treatment group significantly outperformed the control group on all 3 reading measures, with no significant differences for second graders. Schools using Team Alphie were able to tutor many more students than the control schools. This study shows that a computer-assisted, small-group tutoring program may be at least as effective as one-to-one tutoring and serve more struggling readers. It may serve as a good example of Tier II instruction in a response to intervention (RTI) model. (Contains 1 table.)

Citation

Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P., Logan, M.K. & Gifford, R. (2011). Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders. Elementary School Journal, 111(4), 625-640. Retrieved August 5, 2024 from https://www.learntechlib.org/p/111227/.

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Keywords

• Academic Accommodations (Disabilities)
• Achievement Gains
• Computer Assisted Instruction
• Control Groups
• Experimental Groups
• Grade 1
• Grade 2
• Instructional Effectiveness
• Outcome Measures
• Outcomes of Education
• Reading Achievement
• Reading Difficulties
• Reading Improvement
• Reading Strategies
• Small Group Instruction
• teaching methods
• Tutorial Programs
• Tutoring