|Innovations in Parent and Peer Tutoring
|Saturday, May 24, 2008
|1:00 PM–2:20 PM
|Area: EDC; Domain: Applied Research
|Chair: Charles L. Wood (University of North Carolina, Charlotte)
This symposium will consist of three presentations that describe experimental studies on parent and peer tutoring for students with diverse learning needs. First Allison Kretlow will describe how parent tutoring with audio prompting was used to improve English vocabulary of young children with Limited English Proficiency. Next, Sara Moore Mackiewicz will discuss the use of peer tutoring with an audio prompting device to improve vocabulary acquisition of struggling readers. Finally, April Mustian will describe a computer-based peer tutoring program to promote middle school students acquisition and generalization of vocabulary words.
|Effects of Parent Tutoring on the Oral Vocabulary Acquisition of Students and Parents with Limited English Proficiency.
|ALLISON G. KRETLOW (University of North Carolina, Charlotte), Sara Moore Mackiewicz (University of North Carolina, Charlotte), Nancy L. Cooke (University of North Carolina, Charlotte), Charles L. Wood (University of North Carolina, Charlotte)
|Abstract: Parents with Limited English Proficiency (LEP) may find it difficult to become involved in their children’s education due to their lack of English proficiency. The two studies described in this presentation examined the effects of parent tutoring with audio prompting on preschool and kindergarten children’s object naming accuracy and fluency. In both studies mothers were trained to tutor their children using a digital device (i.e., Talking Photo Album or a Voice Pod). Both digital devices use audio prompting that can support a naïve tutor. In these studies, mothers with LEP received necessary assistance in providing accurate English object names and feedback to their children. Mothers presented picture cards and used electronic prompting paired with an explicit instruction procedure (i.e., model, lead, test, re-test) to teach their children the English names for the objects on the cards. Tutoring was conducted five days a week in students’ homes. Fluency data were collected three times each week. Results and implications for future research and practice will be discussed.
|Effects of Peer Tutoring with Audio Prompting on Vocabulary Acquisition for Struggling Readers.
|SARA MOORE MACKIEWICZ (University of North Carolina, Charlotte), Valerie Mazzotti (University of North Carolina, Charlotte), Charles L. Wood (University of North Carolina, Charlotte), Nancy L. Cooke (University of North Carolina, Charlotte)
|Abstract: This study was designed to extend the research on the use of audio prompting as a support to naïve tutors. Specifically, we investigated the additive effect of peer tutoring with audio prompting with multiple exposures to target words in passages on the number of vocabulary words correctly placed in context. Participants included 8 fourth grade students identified with learning disabilities in reading or identified as at-risk for reading failure. Students used peer tutoring with audio prompting to tutor each other on vocabulary words from their core reading program. A simultaneous treatments design was used to determine if students were able to correctly select vocabulary words for sentences where context supported meaning. Across all participants, incidental learning plus peer tutoring yielded higher scores compared to incidental learning alone.
|Effects of Morphograph Instruction on Students’ Acquisition and Generalization of Vocabulary.
|APRIL L. MUSTIAN (University of North Carolina, Charlotte), Charles L. Wood (University of North Carolina, Charlotte), Nancy L. Cooke (University of North Carolina, Charlotte)
|Abstract: This study examined the effects of morphograph instruction on the acquisition and generalization of vocabulary. Specifically, this study compared morphograph peer tutoring instruction to a more traditional whole-word vocabulary peer tutoring approach. Participants for this study were 8 seventh grade students with ages ranging from 12 to 15 years (5 boys, 3 girls). Results of this study suggest that adding morphograph instruction to whole word instruction increases the acquisition of vocabulary. All participants were better able to generalize to unknown vocabulary when morphograph instruction was added. This study’s findings indicate a functional relationship between morphograph instruction and generalization of vocabulary. Based on social validity data, all participants preferred morphograph instruction over the traditional whole word approach.