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Effects of Structure Strategy Instruction Delivered to Fifth-Grade Children Using the Internet with and without the Aid of Older Adult Tutors
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Journal of Educational Psychology Volume 94, Number 3, ISSN 0022-0663

Abstract

Assesses the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults provided Internet-based tutoring for 5th-grade students. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Findings have implications for learning from computers, intergenerational tutoring, and reading instruction. (Contains 54 references, 12 tables, and 3 appendixes.) (GCP)

Citation

Meyer, B.J.F., Middlemiss, W., Theodorou, E., Brezinski, K.L., McDougall, J. & Bartlett, B.J. (2002). Effects of Structure Strategy Instruction Delivered to Fifth-Grade Children Using the Internet with and without the Aid of Older Adult Tutors. Journal of Educational Psychology, 94(3), 486-519. Retrieved December 13, 2019 from .

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