Adolescent Literacy Tutoring: Face-to-Face and Via Webcam Technology

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

doi:10.1080/02702710601186399

Cited by 9 publications

(23 citation statements)

References 3 publications

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“…Two studies utilized a non-randomized controlled design. Houge et al (2007) compared improvements in literacy skills for adolescents who received instruction either via webcam or in person. Similarly, Lee et al (2017) compared these service delivery approaches for school-aged students with hearing loss and phonological awareness difficulty.…”

Section: Date Of Publication Study Design and Level Of Evidencementioning

confidence: 99%

An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19

Furlong

Serry

Bridgman

et al. 2021

Intl J Lang & Comm Disor

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Background: Due to COVID-19, many educators and allied health practitioners are facing the challenge of rapidly transitioning to telepractice delivery of instructional reading and spelling procedures without being fully informed of the evidence. Aims: A rapid review was conducted to provide educators, allied health practitioners and policymakers with a synthesis of valid, relevant and actionable evidence relating to telepractice delivery of instructional reading and spelling procedures. The aim was to investigate the nature and outcomes of studies examining instructional reading and spelling procedures delivered via telepractice to school-aged students. Methods & Procedures: A rapid review was undertaken in accordance with the eight-step process published by the Cochrane Rapid Reviews Methods Group. Medline (all databases), Embase, Cochrane and ProQuest Central were systematically searched with predefined search terms organized across four key concepts relating to the research questions.Outcomes & Results: Nine studies were included in this rapid review. Reading and spelling instruction and intervention using telepractice can be feasible and engaging. Telepractice assessment for reading and spelling can be equally effective as onsite assessment. Conclusions & Implications:The evidence base for telepractice delivery of reading and spelling procedures is in its infancy in terms of both the quantity and the quality of the evidence. Insufficient evidence exists to draw clear conclusions about its efficacy, and therefore practitioners should proceed cautiously.

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Section: Date Of Publication Study Design and Level Of Evidencementioning

confidence: 99%

An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19

Furlong

Serry

Bridgman

et al. 2021

Intl J Lang & Comm Disor

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show abstract

“…Although these three necessary components for accelerating the literacy skills inside one-toone literacy instructional programs have been implemented with successful results, they have not been employed widely inside a one-to-one literacy instructional program for adolescents. The few studies that have investigated this means of instruction with adolescents reported successful results (Coulter, 2004;Friedland & Truscott, 2005;Houge et al, 2007;Manset-Williamson & Nelson, 2005;Penney, 2002). Nonetheless, in order to apply effective literacy strategies inside classrooms as well as one-to-one literacy instructional programs, it is prudent to review what has been learned about one-to-one literacy instruction with adolescents up to this point.…”

Section: Three Components Necessary For Successmentioning

confidence: 99%

“…And, finally, Houge et al (2007) implemented one-to-one literacy instruction inside a university reading clinic for 25 adolescents, with 15 of the adolescents receiving instruction via Web cam. This study included all of the essential components found to be necessary when providing one-to-one literacy instruction; thus, training was provided for the tutors, scripted lesson plans were required for each lesson, and a reading specialist supervised each tutoring session.…”

Section: Manset-williamson and Nelsonmentioning

confidence: 99%

“…Currently, there exists a growing body of evidence that suggests adolescents' literacy deficiencies can be remedied if these individuals receive extra support in the form of direct, explicit, and systematic fluency, vocabulary, and comprehension instruction (Alvermann & Moore, 1991;Barry, 1997;Joftus, 2002;Kamil, 2003;Leal, Johanson, Toth, & Huang, 2004;Papalewis, 2004;Peterson, Caverly, Nicholson, O'Neal, & Cusenbary, 2000;Phelps, 2005;Shippen, Houchins, Steventon, & Sartor, 2005;Snow & Biancarosa, 2003). Indeed, one-to-one tutoring using these research-based instructional strategies with adolescent readers has demonstrated promising results and has offered additional support for the use of this model with middle and high school students (Coulter, 2004;Houge, Peyton, Geier, & Petrie, 2007;Manset-Williamson & Nelson, 2005;Penney, 2002). While initial data have yielded positive results for struggling adolescent readers, further inquiry into the efficacy of this process, for all adolescents, must continue if we are to learn how to transfer effective instructional strategies to learning environments outside of one-to-one tutoring centers.…”

mentioning

confidence: 99%

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Targeting Adolescents' Literacy Skills Using One‐To‐One Instruction With Research‐Based Practices

Houge¹,

Geier²,

Peyton³

2008

J Adolescent & Adult Lit

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Although there is evidence that literacy deficiencies in adolescents can be remedied with one‐to‐one tutoring using research‐based instructional strategies, a review of current literature provides only limited information on transferring effective instructional strategies to learning environments outside of one‐to‐one tutoring centers. The authors of this article identify three components of successful one‐to‐one literacy tutoring programs, discuss what research reveals regarding one‐to‐one literacy instruction with adolescents, and provide commentary on how the instruction used in their reading clinic can be replicated for those attempting to apply one‐to‐one literacy instruction inside a tutoring center, resource room, or traditional classroom setting.

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“…Unfortunately, there is no quick fix for adolescents who are experiencing difficulty with reading; however, research has indicated that these students experience success with research-based literacy interventions that are delivered inside a university-based reading clinic by graduate and undergraduate education majors (Houge, Peyton, Geier, & Petrie, 2007).…”

mentioning

confidence: 99%