TITLE:
Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment
AUTHORS:
Baha Makhoul, Elite Olshtain, Raphiq Ibrahim
KEYWORDS:
Motivation, Comprehension Skills, At-Linguistic Risk, Interactive Model, Computer Assisted, Intervention Program
JOURNAL NAME:
Psychology,
Vol.6 No.4,
March
11,
2015
ABSTRACT: The current study investigated the role of motivation in promoting
reading comprehension skills among at-risk first graders. For this purpose, 20
at-risk first graders were recruited to participate in an interactive
one-to-one tutoring reading comprehension intervention program. Following the children and tutors
motivation level, four sub-groups were created: highly motivated children/
highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated
tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T)
and low motivated children/ low motivated tutors (LM-L/LM-T). The children’s
progress in comprehension measures was documented. Across different time
periods greater improvement was obtained among highly motivated children who
were tutored by highly motivated tutor. The implications of the current
findings were discussed.