Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with animated presentations and engaging activities. In a...

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Bibliographic Details
Published inJournal of research on educational effectiveness Vol. 1; no. 2; pp. 120 - 137
Main Authors Chambers, Bette, Abrami, Philip, Tucker, Bradley, Slavin, Robert E., Madden, Nancy A., Cheung, Alan, Gifford, Richard
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 09.04.2008
Routledge
Subjects
Computer Assisted Instruction
Computer Software
Educational Technology
Grade 1
Instructional Effectiveness
Low Achievement
Outcomes of Education
Program Effectiveness
Reading
Reading Instruction
Reading Programs
Reading Tests
Scores
Tutoring
Tutors
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Summary:This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with animated presentations and engaging activities. In a yearlong study involving 25 schools using the Success for All reading program, 412 low-achieving first graders were randomly assigned to be tutored daily for 20 min with or without Alphie's Alley. Tutors were also randomly assigned. On individually administered reading measures, controlling for pretests, there were no significant differences overall, but among students with tutors rated as "fully implementing," those who experienced Alphie's Alley scored significantly better on three of four measures. These results suggest that if well implemented, technology that enhances the performance of tutors has promise in improving the reading performance of at-risk children.
ISSN:1934-5747
1934-5739
DOI:10.1080/19345740801941357