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ERIC Number: ED140252
Record Type: RIE
Publication Date: 1977-May
Pages: 13
Abstractor: N/A
Reference Count: 0
College Frosh in Preservice Reading Teaching: Using Programed Tutoring with Slow-Learning Pupils.
Moore, Betty Jean
College freshmen enrolled in an introductory course in reading instruction were trained to use programed tutoring techniques with children in local elementary schools. The programed tutoring guidelines specified in detail how and what to teach; skills taught in the program were oral reading, comprehension, and word-attack skills. In the pilot project for the program, 25 college students first met on campus for 18 hours of training in the techniques of programed tutoring, including rehearsal of all aspects of the tutoring. Each student was then assigned three first-grade and second-grade children who were having difficulty learning to read; the children were tutored in 15-minute sessions for the rest of the semester. Informal evaluation by the elementary school teachers and principal indicated that the children's reading achievement was markedly accelerated. The college students found the course a valuable introduction to classroom teaching, and the university noted an increase in favorable public relations with the local schools and with the community. Popularity of the course with the college students and requests by elementary school personnel for more tutors have led to the expansion of the program. To date, 116 students have tutored 283 children. (GW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (22nd, Miami Beach, Florida, May 2-6, 1977)