NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921359
Record Type: Journal
Publication Date: 2011-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0033-3085
Computer-Assisted Tutoring: Teaching Letter Sounds to Kindergarten Students Using Incremental Rehearsal
Volpe, Robert J.; Burns, Matthew K.; DuBois, Matthew; Zaslofsky, Anne Follen
Psychology in the Schools, v48 n4 p332-342 Apr 2011
The profound consequences of early reading failure necessitate the provision of early literacy interventions to struggling readers. Many schools struggle, however, to address early reading difficulties because of insufficient human resources. Accordingly, the present study investigated the effectiveness of incremental rehearsal (IR) as a Tier 3 intervention to improve letter sound knowledge and fluency with four kindergarten students. Four participants not making adequate progress toward letter sound fluency benchmarks were selected for an IR intervention targeting letter sounds that was delivered via a computerized tutoring program. All four students improved their letter sound knowledge and fluency. Overall, results indicated that a computer-aided IR intervention is an effective, efficient, and acceptable intervention. Implications for research and practice are discussed. (Contains 3 figures and 1 table.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A