ERIC Number: EJ810575
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1539-1523
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
Schmid, Richard F.; Miodrag, Nancy; Di Francesco, Nathalie
Journal of Research on Technology in Education, v41 n1 p63-84 Fall 2008
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Parent surveys, videotaped tutor/child sessions, independent observer data, and tutor reports yielded rich descriptions of the tutor/child/computer process. Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning. Implications for practice are discussed.
Descriptors: Grounded Theory, Preschool Children, Computers, Tutors, Emergent Literacy, Tutoring, Computer Software, Educational Technology, Teacher Student Relationship, Computer Assisted Instruction, Technology Integration, At Risk Students, Reading Programs, Foreign Countries, Early Reading
International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada