ERIC Number: ED210898
Record Type: RIE
Publication Date: 1981
Reference Count: 0
An Investigation of Teacher-Pupil Interaction on the Achievement of Retarded Readers.
Raim, Joan; And Others
The study investigated the influence of the teacher-pupil interaction on the learning of 50 fourth grade children in an 8 month remedial reading situation. The extent of gain in reading achievement was compared for the following experimental groups: Ss receiving formal teacher-pupil tutoring sessions; Ss receiving contract teacher-monitoring intervention; Ss receiving peer tutoring intervention; Ss receiving parent tutoring; and a waiting list (control) group. All groups gained more than 8 months on the Gray Oral Test but no one variable by itself discriminated among the groups. The Parent Tutoring group achieved significantly better than an average of the Teacher Tutoring and the Contract groups though there was some indication that the parent activities extended beyond the once a week direct intervention interaction to regular home reading periods. Both the teacher tutoring and peer tutoring groups showed positive reading achievement changes approaching significance. (DB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: City Univ. of New York, NY. Graduate School and Univ. Center.; City Univ. of New York, NY. City Coll.
Note: Supported by a grant from the PSC-BHE Research Award Program.