The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
Substantial numbers of children from low-income areas do not learn to read sufficiently well to enjoy success in school. There is no published empirical evidence regarding the use of programed tutoring in reading at the second grade level. The impact of programed tutoring on the reading achievement...
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| Format: | Others |
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Scholarly Commons
1972
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| Online Access: | https://scholarlycommons.pacific.edu/uop_etds/3487 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4483&context=uop_etds |
| Summary: | Substantial numbers of children from low-income areas do not learn to read sufficiently well to enjoy success in school. There is no published empirical evidence regarding the use of programed tutoring in reading at the second grade level. The impact of programed tutoring on the reading achievement of second grade children must be demonstrated and not inferred from research at the first grade level. This is true, not only in terms of criterion referenced instruments related to the tutoring materials, but in terms of normative referenced instruments designed to sample reading skills. Does programed tutoring increase reading achievement, affect children differentially with varying perceptual reasoning abilities, and relate to pupil attendance and mobility? |
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