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dc.creatorKeys, Pagia Marjel
dc.creatorMaring, Gerald
dc.description.abstractMany preservice teachers enroll in certification programs charged with preparing them for their in-service careers, but are often dislocated geographically from the locations in which students of diverse backgrounds live. This study involves a preservice teacher assisting struggling first grade readers from diverse backgrounds over a distance of 360 miles. We examine descriptions, examples, and insights into ways to use desktop computers and high-end videoconferencing technology to obtain a practical experience in literacy training. Participants included a preservice teacher as cybertutor, an in-service teacher and her students, an on-campus professor for the preservice teacher, and a professor of literacy education at a university in the Midwest. Despite limitations noted, we conclude that a preservice teacher can obtain a diverse and practical experience in the content area of reading while using a desktop to highend videoconferencing.
dc.publisherWashington State University. Graduate School. McNair Program.
dc.rightsIn copyright
dc.subjectfirst grade readers
dc.subjectliteracy training
dc.subjectdistance education
dc.subjectreading instruction
dc.subjectdistance educatin technologies
dc.subjectbeginning teachers
dc.subjectqualitative research
dc.titleCybertutoring 1ST Grade Struggling Readers: An African American Preservice Teacher Investigation
dc.typeUndergraduate Journal
dc.description.citationKeys, Pagia Marjel and Gerald Maring. Cybertutoring 1ST Grade Struggling Readers: An African American Preservice Teacher Investigation. WSU McNair Journal. (3) Fall 2005, p 51-56.

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  • McNair Journal
    The McNair Journal is a publication created through the Ronald E. McNair Program, which is administered by the Graduate School at Washington State University.

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