A year-long study of 131 second and third graders in 12 classrooms compared three daily 20-minute treatments. a) Fifty-eight students in six classrooms used the 1999-2000 version of Project LISTEN's Reading Tutor, a computer program that uses automated speech recognition to listen to a child read aloud, and gives spoken and graphical assistance. Students took daily turns using one shared Reading Tutor in their classroom while the rest of their class received regular instruction. b) Thirty-four students in the other six classrooms were pulled out daily for one-on-one tutoring by certified teachers. To control for materials, the human tutors used the same set of stories as the Reading Tutor. c) Thirty-nine students served as in-classroom controls, receiving regular instruction without tutoring. We compared students' preto post-test gains on the Word Identification, Word Attack, Word Comprehension, and Passage Comprehension subtests of the Woodcock Reading Mastery Test, and in oral reading fluency. Surprisingly, the human-tutored group significantly outgained the Reading Tutor group only in Word Attack (main effects p < .02, effect size .55). Third graders in both the computer-and human-tutored conditions outgained the control group significantly in Word Comprehension (p < .02, respective effect sizes .56 and .72) and suggestively in Passage Comprehension (p = .14, respective effect sizes .48 and .34). No differences between groups on gains in Word Identification or fluency were significant. These results are consistent with an earlier study in which students who used the 1998 version of the Reading Tutor outgained their matched classmates in Passage Comprehension (p = .11, effect size .60), but not in Word Attack, Word Identification, or fluency. To shed light on outcome differences between tutoring conditions and between individual human tutors, we compared process variables. Analysis of logs from all 6,080 human and computer tutoring sessions showed that human tutors included less rereading and more frequent writing than the Reading Tutor. Micro-analysis of 40 videotaped sessions showed that students who used the Reading Tutor spent considerable time waiting for it to respond, requested help more frequently, and picked easier stories when it was their turn. Human tutors corrected more errors, focused more on individual letters, and provided assistance more interactively, for example getting students to sound out words rather than sounding out words for students as the Reading Tutor did. EVALUATION OF AN AUTOMATED READING TUTOR THAT LISTENS / 63 EVALUATION OF AN AUTOMATED READING TUTOR THAT LISTENS / 65

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This paper describes the design of a performance support toolset to be used in a complex and changing satellite operations domain. In this paper, we focus on a subset of the design challenges encountered during the process of designing this toolset. This subset of design challenges includes enhancing intra-team communications in a time-limited environment; improving information comprehension; supporting users in both low and a high tempo operations; and supporting users in future conditions and during the transition to those hture conditions. This paper is intended to demonstrate the valuable contributions of the research literature and of the domain experts who will be using the toolset to the design of work-centered solutions. In addition, this paper is intended to serve as a resource for other design efforts facing similar challenges. INTRODUCTIONThe space community is undergoing significant transition as the U.S. Air Force looks to space technology to help it achieve many of its envisioned Global Engagement capabilities. One example of this transition is the SpaceBased Infrared System (SBIRS), the next generation of satellite technology. The major components of SBIRS are being introduced incrementally. Once complete, SBIRS will include satellites in geostationary earth orbit (GEO), satellites in highly elliptical orbit (HEO), and will be complemented by the Satellite Tracking and Surveillance System (STSS) -a constellation of more than 20 satellites in low earth orbit (LEO). Currently, the SBIRS ground segment is operational and is being used to manage GEO satellites. Over the next few years, the HEO, and then the STSS constellations will be added, accompanied by many changes in satellite capabilities and in the way satellite operations are conducted.With the help of SBIRS and STSS technology, space personnel will be able to contribute to military operations in ways never before possible. However, its introduction also presents a number of challenges for space personnel. For example, satellite operators will be required to manage larger numbers of satellites and process larger amounts of information under increased time pressure. In addition, the efficiency and accuracy of satellite operator performance, which was once considered critical due primarily to the cost of satellite systems, will become much more critical due to the dependency of the operational military community on the rapidly evolving satellite capabilities. For example, satellites are increasingly used by the military to support tactical communications, warfighter situation awareness, intelligence gathering, event detection, and sensor-to-shooter information delivery.

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