Effects of Structure Stratergy Instruction Delivered to Fifth-Grade Children Using the Internet With and Without the Aid of Adult Tutors

Journal article

Meyer, Bonnie J.F, Middlemiss, Wendy, Theodorou, Elena, Brezinski, Kristen L., McDougall, Janet and Bartlett, Brendan. (2002). Effects of Structure Stratergy Instruction Delivered to Fifth-Grade Children Using the Internet With and Without the Aid of Adult Tutors. Journal of Educational Psychology. 94(3), pp. 486 - 519. https://doi.org/10.1037//0022-0663.94.3.486
AuthorsMeyer, Bonnie J.F, Middlemiss, Wendy, Theodorou, Elena, Brezinski, Kristen L., McDougall, Janet and Bartlett, Brendan
Abstract

The authors assessed the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults, with strategy training, provided Internet-based tutoring for 5th-grade students learning the strategy through an instructional Web site. Students were randomly assigned to 1 of 3 groups: structure strategy with tutors, structure strategy without tutors, and control. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Program effects were apparent months after instruction. Posttest performance was related both to careful completion of Web lessons and amount of tutor feedback and content-related questions. Findings have implications for learning from computers, intergenerational tutoring, and reading instruction.

Year2002
JournalJournal of Educational Psychology
Journal citation94 (3), pp. 486 - 519
PublisherAmerican Psychological Association
ISSN0022-0663
Digital Object Identifier (DOI)https://doi.org/10.1037//0022-0663.94.3.486
Scopus EID2-s2.0-0036742671
Page range486 - 519
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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