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Effects of Supplemental Computer-Assisted Reciprocal Peer Tutoring on Kindergarteners' Phoneme Segmentation Fluency

Effects of Supplemental Computer-Assisted Reciprocal Peer Tutoring on Kindergarteners'... Phonemic awareness is a critical early reading skill that gives students a strong foundation for beginning reading. Without effective interventions or supplements to core reading programs, many students fail to acquire these skills. The present study examined the effects of using computer-assisted peer tutoring to supplement kindergarten students' instruction in phonemic awareness. Results of the study indicate three of the four participants made substantial gains in phoneme segmentation fluency. Implications for future research and practice are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Effects of Supplemental Computer-Assisted Reciprocal Peer Tutoring on Kindergarteners' Phoneme Segmentation Fluency

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Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

Phonemic awareness is a critical early reading skill that gives students a strong foundation for beginning reading. Without effective interventions or supplements to core reading programs, many students fail to acquire these skills. The present study examined the effects of using computer-assisted peer tutoring to supplement kindergarten students' instruction in phonemic awareness. Results of the study indicate three of the four participants made substantial gains in phoneme segmentation fluency. Implications for future research and practice are discussed.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Dec 20, 2012

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