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ERIC Number: ED023536
Record Type: RIE
Publication Date: 1968-Apr-24
Pages: 20
Abstractor: N/A
Reference Count: 0
A Report on Programed Tutoring.
Ellson, Douglas G.
The paraprofessional who is a programed tutor can make a significant contribution to the teaching of reading as a technician whose duties and responsibilities are carefully limited and defined. Tutors are usually housewives with at least a high school education. They are required only to judge the correctness of reading responses and the acceptability of question answers. During the development of programed tutoring, more than 3,000 children have been tutored in about 60 schools. There are now 10 operational programs designed to teach the basic reading skills. Research indicates that programed tutoring used as a supplement to regular classroom teaching is more effective than either method alone. The results of a recent field test comparing programed tutoring and directed tutoring in which the subjects were 120 first-grade students in 20 Indianapolis schools suggest that programed tutoring, in its present form, utilized twice daily in 15-minute sessions as a supplement to conventional classroom instruction can significantly improve reading achievement. However, further research is needed to discover the conditions under which programed tutors make significant contributions to learning. Their degree of effectiveness finally must be evaluated by the performance of the children they teach. (BS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at International Reading Association conference, Boston, Massachusetts, April 24-27, 1968.