ERIC Number: ED181404
Record Type: RIE
Publication Date: 1979
Increasing "Time on Task" Through a Multi-Method Approach to Reading Instruction. Research Report 79-11.
Isaacs, L. M.; Stennett, R. G.
Elementary students who have fallen behind their instructional group in reading can increase their rate of acquisition of reading skills through increased "time on task" (the time a learner actually spends attending to the learning task). In a six-month research project, subject students were pretested for reading ability, then grouped under three conditions: cross-age tutoring plus home-based reinforcement; cross-age tutoring, home-based reinforcement, and small group instruction during school hours; and cross-age tutoring, home-based reinforcement, small group instruction, and daily rehearsal of reading skills in their home classroom. Posttesting results indicated that although there was statistically significant improvement in the reading skills of all students over the six-month period, the groups that received additional help did not make any greater gains than the group that was only tutored. Two problem areas in providing additional time on task were uncovered during the project: the problem of implementing cross-age tutoring programs within the school system without the help of additional staff, and the problem of finding an acceptable method of providing additional time on task within normal instructional hours. (AEA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: London Board of Education (Ontario). Educational Research Services.