TY - JOUR
T1 - What do reading tutors do? A naturalistic study of more and less experienced tutors in reading
AU - Cromley, Jennifer G.
AU - Azevedo, Roger
N1 - Funding Information:
Jennifer G. Cromley is now at Temple University. This research was partially funded by a graduate fellowship to Jennifer G. Cromley from the University of Maryland Graduate Fellowship office and by a grant from the University of Maryland to Roger Azevedo. A previous version of this article was presented at the annual meeting of the American Educational Research Association, April 21–25, 2003, Chicago. We thank the director of the tutoring center, the tutors, and the students who participated in the study; Dr. Gregory Hancock for statistical advice; Roneeka Bhagotra for assistance in collecting the data; Myriam Tron for assistance with coding; and Dr. Elizabeth Cromley for feedback on a previous version of this article.
PY - 2005
Y1 - 2005
N2 - Virtually every study of tutoring in reading has found it to be highly effective, but the reasons for its effectiveness are relatively unexplored. We built on a small body of research on the tutoring process in reading and a large body of research from other well-defined domains by collecting and analyzing verbal protocols from 3 more experienced and 3 less experienced volunteer tutors from preexisting dyads as they taught adults with decoding problems. It was found that more experienced tutors used significantly more cognitive scaffolding and significantly less motivational scaffolding than did less experienced tutors. Tutors were similar in their rates of question asking, content errors, and responses to student errors. We suggest some hypotheses for modeling in the design of a computer-based reading decoding tutor and for training human tutors who teach decoding.
AB - Virtually every study of tutoring in reading has found it to be highly effective, but the reasons for its effectiveness are relatively unexplored. We built on a small body of research on the tutoring process in reading and a large body of research from other well-defined domains by collecting and analyzing verbal protocols from 3 more experienced and 3 less experienced volunteer tutors from preexisting dyads as they taught adults with decoding problems. It was found that more experienced tutors used significantly more cognitive scaffolding and significantly less motivational scaffolding than did less experienced tutors. Tutors were similar in their rates of question asking, content errors, and responses to student errors. We suggest some hypotheses for modeling in the design of a computer-based reading decoding tutor and for training human tutors who teach decoding.
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U2 - 10.1207/s15326950dp4002_1
DO - 10.1207/s15326950dp4002_1
M3 - Article
AN - SCOPUS:26444479682
VL - 40
SP - 83
EP - 113
JO - Discourse Processes
JF - Discourse Processes
SN - 0163-853X
IS - 2
ER -