Tutoring With Technology

Wood, Charles L.; Mackiewicz, Sara Moore; Norman, Renee; Cooke, Nancy L.

doi:10.1177/10534512070430020201

Cited by 12 publications

(9 citation statements)

References 2 publications

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“…The use of audio prompting holds promise for a variety of tutoring purposes (Wood, Mackiewicz, Van Norman, & Cooke, 2007) including providing naïve tutors with audio models of vocabulary words to assist in peer tutoring. The current study extends prior research by investigating the effectiveness of an intervention designed to target vocabulary acquisition and further examining the use of audio prompting as a support to naïve tutors within a reciprocal peer tutoring model.…”

mentioning

confidence: 99%

Effects of Peer Tutoring With Audio Prompting on Vocabulary Acquisition for Struggling Readers

Mackiewicz

Wood

Cooke

et al. 2010

Remedial and Special Education

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Reciprocal peer tutoring can be an effective supplement to teacher-led instruction, but students need to have the tutoring skills necessary to teach their peers successfully. Previous studies have addressed the challenge of providing essential information to a naïve tutor, allowing for correct modeling and feedback. The present study compared incidental learning of vocabulary words through classroom reading instruction to a combination of incidental learning supplemented with peer tutoring. Eight fourth-grade students were trained to tutor each other using a digital recording and playback device that provides audio prompts to naïve tutors. Results indicated that students made modest gains from incidental learning and much stronger gains from peer tutoring with audio prompting. Implications for practice and future research are discussed.

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confidence: 99%

Effects of Peer Tutoring With Audio Prompting on Vocabulary Acquisition for Struggling Readers

Mackiewicz

Wood

Cooke

et al. 2010

Remedial and Special Education

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“…The researcher’s development of the computerized intervention for the SDLMI lessons took approximately 1 to 2 hr per lesson. A laptop computer equipped with Microsoft PowerPoint © was used to present lessons and create visual and audio components of the intervention (see Wood, Mackiewicz, Van Norman, & Cooke, 2007). Participants navigated through lessons using an external mouse.…”

Section: Methodsmentioning

confidence: 99%

Effects of Multimedia Goal-Setting Instruction on Students’ Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior

Mazzotti

Test

Wood

2012

Journal of Positive Behavior Interventions

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Students at risk for, or with, emotional disturbance during preadolescence struggle to adjust socially, behaviorally, and academically and often make choices about relationships that support problem behaviors. Research suggests explicitly teaching self-determination skills as early as preschool may prevent referral to special education with a label of emotional disturbance. This study examined the effects of a multimedia goal-setting intervention on students’ knowledge of the self-determined learning model of instruction and disruptive behavior. Results indicated a functional relationship between the independent variable and dependent variables. Limitations, suggestions for future research, and implications for practice are provided.

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“…A laptop computer equipped with Microsoft PowerPoint © and Microsoft Word © 2007 was used to facilitate the intervention. The researcher used Microsoft PowerPoint © to create the visual and audio components of the intervention (see Wood, Mackiewicz, Van Norman, & Cooke, 2007) and Microsoft Word © 2007 to capture students’ typed responses during the intervention. In addition, Comic Creator © was used to create comics for Part 1 of the intervention to provide students with examples of strengths and needs.…”

Section: Methodsmentioning

confidence: 99%

Effects of Computer-Assisted Instruction on Students’ Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior

et al. 2010

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Instruction about goal setting can increase students' self-determination and reduce problem behavior. Computer-assisted instruction could offer teachers another format for teaching goal setting and self-determination. This study used a multiple probes across participants design to examine the effects of computer-assisted instruction on students' knowledge of the Self-Determined Learning Model of Instruction (SDLMI) and level of disruptive behavior. Results indicated increased knowledge of the SDLMI and decreased levels of disruptive behavior for all participants. Implications for future research and practice are discussed.

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Tutoring With Technology

Cited by 12 publications

References 2 publications

Effects of Peer Tutoring With Audio Prompting on Vocabulary Acquisition for Struggling Readers

Effects of Peer Tutoring With Audio Prompting on Vocabulary Acquisition for Struggling Readers

Effects of Multimedia Goal-Setting Instruction on Students’ Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior

Effects of Computer-Assisted Instruction on Students’ Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior

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