The authors assessed the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults, with strategy training, provided Internet-based tutoring for 5th-grade students learning the strategy through an instructional Web site. Students were randomly assigned to 1 of 3 groups: structure strategy with tutors, structure strategy without tutors, and control. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Program effects were apparent months after instruction. Posttest performance was related both to careful completion of Web lessons and amount of tutor feedback and content-related questions. Findings have implications for learning from computers, intergenerational tutoring, and reading instruction.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology