Delivering One-to-One Tutoring in Literacy via Videoconferencing

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If has been estimated that as many as 70% of adolescents--students in grades 4--12--have difficulty reading in some manner and require direct, explicit instructional interventions to expand their word recognition, decoding, reading fluency, and comprehension skills (Biancarosa & Snow, 2006). These adolescents are unable to maintain grade level literacy skills because of such factors as limited experiences with our written language, transience and poverty, and lack of motivation and self-esteem. Thomas Sabo Charms

Unfortunately, there is no quick fix for adolescents who are experiencing difficulty with reading; however, research has indicated that these students experience success with research-based literacy interventions that are delivered inside a university-based reading clinic by graduate and undergraduate education majors (Houge, Peyton, Geier, & Petrie, 2007).

The two main purposes of university-based reading clinics are to serve the community and to provide supervised instructional experiences for teacher candidates. Supervised instructional experiences help teacher candidates understand how to administer assessments and instruction that will improve students' reading and writing abilities (Atkinson & Colby, 2006). These literacy instructional experiences carry common themes of instruction in fluency, word study, and comprehension, although each tutoring program allocates different amounts of time and implements a variety of instructional concepts for each of these areas of literacy (Coulter, 2004; Houge, Geier, & Peyton, 2008; Manset-Williamson & Nelson, 2005; Penney, 2002).

Although one-to-one literacy instruction delivered in person is generally considered to be the most effective method of advancing students' literacy skills, McKenna, Reinking, and Labbo (1999) challenged the conventional practice of bringing students to university-based reading clinics to receive intense literacy instruction. Because there are a limited number of students who can receive instruction in this way because of scheduling and transportation difficulties, McKenna and colleagues believed distance technology (often referred to as videoconferencing) was a foreseeable and promising medium for increasing the accessibility of one-to-one literacy instruction. Recently, McKenna and Walpole (2007) renewed the call for using technology at university-based reading clinics, underscoring the need for research investigating its effectiveness.

The investigation of technology's applications by clinicians, however, has proven to be a very complex endeavor. Researchers have not agreed on the extent to or manner in which technology should be applied in a one-to-one setting; thus, generalizations from the existing literature are tentative at best. The issue is further complicated by the uniqueness of adolescents' instructional needs as well as the reading, writing, and classroom experiences that form their current level of literacy competency. Finally, because of the dynamic nature of reading clinics, technology application may be continually modified by the presence of individual students and the literacy concept being addressed. In spite of these complexities, it is important to continue to study the use of technology as a means of delivering one-to-one literacy instruction to those students I whose schedules or locations interfere with receiving instruction in person. Thomas Sabo Big Pendant

The purpose of this study, then, was to quantitatively determine the reading and spelling progress of ', adolescents who received one-to-one literacy instruction at our university-based reading clinic delivered t via videoconferencing. Using pre- and posttest reading and spelling scores, we attempted to answer the f following question: Was there a statistically significant difference between adolescents' pre- and posttest reading and spelling scores after receiving 16 one-to-one literacy tutoring sessions via videoconferencing technology?