What Do Reading Tutors Do? A Naturalistic Study of More and Less Experienced Tutors in Reading
What Do Reading Tutors Do? A Naturalistic Study of More and Less Experienced Tutors in Reading
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阅读导师做什么的？
DOI：
10.1207/s15326950dp4002_1
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发表时间：
2005
影响因子：
2.2
通讯作者：
J. Cromley
中科院分区：
文献类型：
--
作者：
J. Cromley
事实上，每一项阅读辅导的研究都发现它非常有效，但其有效性的原因相对尚未被探索。我们建立在关于阅读辅导过程的少量研究和来自其他明确领域的大量研究的基础上，通过收集和分析来自先前存在的二人中的 3 位经验丰富和 3 位经验较少的志愿者导师在教授有解码问题的成年人时的口头协议。研究发现，经验丰富的导师比经验不足的导师使用更多的认知支架和更少的动机支架。导师的提问率、内容错误率以及对学生错误的反应率相似。我们提出了一些假设，用于在基于计算机的阅读解码导师的设计中进行建模，并用于培训教授解码的人类导师。
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.