Title: A three-tier model of reading instruction supported by technology

Authors: Bette Chambers, Philip Abrami, Robert Slavin, Nancy Madden

Addresses: Institute for Effective Education, University of York, Heslington, York, YO10 5DD, UK. ' Centre for the Study of Learning and Performance, Concordia University, Montreal, Quebec, H3G 1M8 Canada. ' Center for Research and Reform in Education, Johns Hopkins University, Baltimore, Maryland, 21204 USA. ' Institute for Effective Education, University of York, Heslington, York, YO10 5DD, UK

Abstract: The reading performance of poor and minority children is far below that of more advantaged children in most developed countries. Several comprehensive school reform strategies have been found to significantly improve children|s achievement but more effective, replicable models are needed to significantly reduce reading gaps. This article describes an evidence-based, technology-supported literacy programme that integrates core classroom instruction, follow-up small-group remedial support, and one-to-one tutoring for struggling readers. This three-tier model has been developed by revising the Success for All reading programme to create a technology-based programme that is presented on interactive whiteboards, supported by two computer-assisted tutoring programs to support struggling readers.

Keywords: computer-assisted tutoring; innovative teaching; teaching strategies; interactive whiteboards; peer-assisted learning; reading instruction; ethnic minorities; poor children; poverty; reading performance; advantaged children; developed countries; comprehensive schools; secondary education; educational reforms; achievements; replicable models; reading gaps; technology-supported programmes; literacy programmes; core instruction; classroom instruction; struggling readers; one-to-one tutoring; remedial support; small groups; follow-up support; Success for All Foundation; reading programmes; tutoring programmes; e-learning; electronic learning; USA; United States; innovation; challenges.

DOI: 10.1504/IJIL.2011.039344

International Journal of Innovation and Learning, 2011 Vol.9 No.3, pp.286 - 297

Published online: 26 Nov 2014 *

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