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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
1989
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=ED302837 |
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| _version_ | 1867181889062699008 |
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| author | McAllister, Elizabeth A. |
| author_facet | McAllister, Elizabeth A. McAllister, Elizabeth A. |
| collection | Education Resources Information Center |
| contents | A Study of Peer Tutors Using the Neurological Impress Method. McAllister, Elizabeth A. Grade 4 Grade 6 Intermediate Grades Peer Teaching Reading Ability Reading Improvement Reading Instruction Reading Research Tutoring A study investigated the efficacy of using the neurological impress method in peer tutoring during reading instruction. The neurological impress reading method is a unison reading procedure in which the student and teacher or tutor read aloud simultaneously and quickly, with the student placed slightly in front of the teacher so that the teacher's voice is directed into the student's right ear at close range. Ten fourth-grade students received treatment administered by 10 sixth-grade students, 15 minutes daily for 12 consecutive weeks, resulting in total contact time of 15 hours. The tutors received training in the impress method from a reading specialist. Library books chosen by the fourth-grade students were used as reading materials. The Peabody Picture Vocabulary Test was used to determine a mental age and I.Q. based on functioning vocabulary. From the I.Q. measure, each child's reading expectancy level could be computed and used to determine how much growth might be expected. Prior to treatment, the Silvaroli Informal Reading Inventory, Form A, was administered to each child to obtain oral reading levels in word recognition and comprehension. Form B was used as a posttest after treatment. The Houghton Mifflin Silent Reading Placement Test was used to determine each student's silent reading level. Results indicated that each fourth-grade student showed reading improvement of at least one-half year in the 12 weeks. The highest gain was 3 years in oral word recognition and 2 years in oral comprehension and silent reading. (Four tables of data are included.) (MM) |
| format | Recurso educativo Open Access |
| id | eric_ED302837 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1989 |
| record_format | eric |
| spellingShingle | A Study of Peer Tutors Using the Neurological Impress Method. McAllister, Elizabeth A. Grade 4 Grade 6 Intermediate Grades Peer Teaching Reading Ability Reading Improvement Reading Instruction Reading Research Tutoring A Study of Peer Tutors Using the Neurological Impress Method. McAllister, Elizabeth A. Grade 4 Grade 6 Intermediate Grades Peer Teaching Reading Ability Reading Improvement Reading Instruction Reading Research Tutoring A study investigated the efficacy of using the neurological impress method in peer tutoring during reading instruction. The neurological impress reading method is a unison reading procedure in which the student and teacher or tutor read aloud simultaneously and quickly, with the student placed slightly in front of the teacher so that the teacher's voice is directed into the student's right ear at close range. Ten fourth-grade students received treatment administered by 10 sixth-grade students, 15 minutes daily for 12 consecutive weeks, resulting in total contact time of 15 hours. The tutors received training in the impress method from a reading specialist. Library books chosen by the fourth-grade students were used as reading materials. The Peabody Picture Vocabulary Test was used to determine a mental age and I.Q. based on functioning vocabulary. From the I.Q. measure, each child's reading expectancy level could be computed and used to determine how much growth might be expected. Prior to treatment, the Silvaroli Informal Reading Inventory, Form A, was administered to each child to obtain oral reading levels in word recognition and comprehension. Form B was used as a posttest after treatment. The Houghton Mifflin Silent Reading Placement Test was used to determine each student's silent reading level. Results indicated that each fourth-grade student showed reading improvement of at least one-half year in the 12 weeks. The highest gain was 3 years in oral word recognition and 2 years in oral comprehension and silent reading. (Four tables of data are included.) (MM) |
| title | A Study of Peer Tutors Using the Neurological Impress Method. |
| topic | Grade 4 Grade 6 Intermediate Grades Peer Teaching Reading Ability Reading Improvement Reading Instruction Reading Research Tutoring |
| url | https://eric.ed.gov/?id=ED302837 |