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A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
ARTICLE

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Journal of Research on Technology in Education Volume 41, Number 1, ISSN 1539-1523

Abstract

This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Parent surveys, videotaped tutor/child sessions, independent observer data, and tutor reports yielded rich descriptions of the tutor/child/computer process. Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning. Implications for practice are discussed.

Citation

Schmid, R.F., Miodrag, N. & Di Francesco, N. (2008). A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills. Journal of Research on Technology in Education, 41(1), 63-84. Retrieved April 25, 2019 from .

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Cited By

  1. Various aspects of technology use with young children

    Alexandru Spatariu, Susan Bell & Andrea Peach, Georgetown College, United States; Denise Winsor, University of Memphis, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3719–3721

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