Large-Scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension

Autor/inn/en	Wijekumar, Kausalai Kay; Meyer, Bonnie J. F.; Lei, Puiwa
Titel	Large-Scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension
Quelle	In: Educational Technology Research and Development, 60 (2012) 6, S.987-1013 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-012-9263-4
Schlagwörter	Intelligent Tutoring Systems; Grade 4; Elementary School Students; Nonfiction; Reading Comprehension; Direct Instruction; Reading Instruction; Web Based Instruction; Rural Schools; Suburban Schools + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; School year 04; 4. Schuljahr; Schuljahr 04; Non-fiction; Nichtfiktionaler Text; Leseverstehen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Leseunterricht; Web Based Training; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt
Abstract	Reading comprehension is a challenge for K-12 learners and adults. Nonfiction texts, such as expository texts that inform and explain, are particularly challenging and vital for students' understanding because of their frequent use in formal schooling (e.g., textbooks) as well as everyday life (e.g., newspapers, magazines, and medical information). The structure strategy is explicit instruction about how to strategically use knowledge about text structures for encoding and retrieval of information from nonfiction and has consistently shown significant improvements in reading comprehension. We present the delivery of the structure strategy using a web-based intelligent tutoring system (ITSS) that has the potential to offer consistent modeling, practice tasks, assessment, and feedback to the learner. Finally, we report on statistically significant findings from a large scale randomized controlled efficacy trial with rural and suburban 4th-grade students using ITSS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10