Effects of Structure Strategy Instruction Delivered to Fifth-Grade Children Using the Internet with and without the Aid of Older Adult Tutors
ARTICLE
Bonnie J. F. Meyer, Wendy Middlemiss, Elena Theodorou, Kristen L. Brezinski, Janet McDougall, Brendan J. Bartlett
Journal of Educational Psychology Volume 94, Number 3, ISSN 0022-0663
Abstract
Assesses the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults provided Internet-based tutoring for 5th-grade students. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Findings have implications for learning from computers, intergenerational tutoring, and reading instruction. (Contains 54 references, 12 tables, and 3 appendixes.) (GCP)
Citation
Meyer, B.J.F., Middlemiss, W., Theodorou, E., Brezinski, K.L., McDougall, J. & Bartlett, B.J. (2002). Effects of Structure Strategy Instruction Delivered to Fifth-Grade Children Using the Internet with and without the Aid of Older Adult Tutors. Journal of Educational Psychology, 94(3), 486-519. Retrieved March 28, 2024 from https://www.learntechlib.org/p/96647/.
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Cited By
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Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment
Sadhana Puntambekar, University of Wisconsin, Madison, United States; Jessica Goldstein, University of Connecticut, United States
Journal of Educational Multimedia and Hypermedia Vol. 16, No. 4 (October 2007) pp. 429–459
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