The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas

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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Bibliographic Details
Main Author: Hartwig, Keith Eugene
Format: Others
Published: Scholarly Commons 1972
Subjects:
Education
Online Access:https://scholarlycommons.pacific.edu/uop_etds/3487
https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4483&context=uop_etds
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spelling ndltd-pacific.edu-oai-scholarlycommons.pacific.edu-uop_etds-44832021-08-24T05:15:55Z The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas Hartwig, Keith Eugene 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? 1972-01-01T08:00:00Z text application/pdf https://scholarlycommons.pacific.edu/uop_etds/3487 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4483&context=uop_etds University of the Pacific Theses and Dissertations Scholarly Commons Education Education
collection NDLTD
format Others
sources NDLTD
topic Education
Education
spellingShingle Education
Education
Hartwig, Keith Eugene
The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
description 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?
author Hartwig, Keith Eugene
author_facet Hartwig, Keith Eugene
author_sort Hartwig, Keith Eugene
title The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
title_short The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
title_full The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
title_fullStr The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
title_full_unstemmed The Impact Of Programed Tutoring On The Reading Achievement Of Lower Achieving Second Grade Children From Low-Income Areas
title_sort impact of programed tutoring on the reading achievement of lower achieving second grade children from low-income areas
publisher Scholarly Commons
publishDate 1972
url https://scholarlycommons.pacific.edu/uop_etds/3487
https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4483&context=uop_etds
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