Authors: Houge, Timothy T.; Peyton, David; Geier, Constance; Petrie, Bruce

Source: Reading Psychology, Volume 28, Number 3, May 2007 , pp. 283-300(18)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

The purpose of this research project was to examine the effectiveness of supervised literacy tutoring delivered by 25 secondary teacher candidates to middle and high school students via webcam technology and in person. The results stem from two semester-long studies of technology-delivered tutoring from a university to middle and high school settings. Findings support the effectiveness of delivering literacy tutoring components through 18 one-hour tutoring sessions using webcam technology with secondary teacher candidates as instructors. In addition, the data revealed that there was no significant difference in the literacy growth among those students who received tutoring in person or via webcam technology.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710601186399

Affiliations: 1: Northern State University, Aberdeen, South Dakota, USA

Publication date: 2007-05-01

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