Effects of Structure Strategy Instruction Delivered to Fifth-Grade Children Using the Internet with and without the Aid of Older Adult Tutors
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
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)
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.
Cited ByView References & Citations Map
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
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.