Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students' word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students' development of metacognition, including word knowledge calibration, strategy use, and word learning skills.

中文翻译：

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使用单词知识电子书构建单词知识、学习策略和元认知

许多孩子无法理解他们所读的内容，因为他们没有监控自己的理解情况，这需要对他们所知道的内容做出准确的判断，然后在理解失败时采取修复策略。依托学习科学、认知与发展心理学研究，开发单词知识电子书（WKe-Book），全面提升孩子单词知识校准、策略运用、单词知识水平；与阅读理解相关的技能。WKe-Book 在平板电脑上阅读，是一本选择你自己的冒险书，其中的选择需要在两个生僻词之间进行选择（例如，思考与拖延）。根据所选择的词，故事会遵循不同的情节。还有嵌入式理解问题，学生会收到即时反馈，并会因错误答案而产生后果，例如被送回重读几页。在一项随机对照试验中，我们测试了阅读 WKe-Book 的学生（美国亚利桑那州 25 个三至五年级教室中的 N = 603 名学生）是否会表现出单词知识、策略使用和单词知识校准方面的提高。教室被随机分配为立即阅读 WKe-Book（治疗）或稍后阅读（延迟治疗对照），并且在教室内，学生被随机分配为参加每周 15 分钟的读书俱乐部（读书俱乐部治疗）或阅读WKe-Book 独立运行，没有读书俱乐部（没有读书俱乐部控制）。结果显示，WKe-Book 对学生的单词知识、单词知识校准和策略使用具有显着的治疗效果，可预测学生在标准化阅读理解和词汇测量方面的表现。与不参加读书俱乐部对照的学生相比，参加每周读书俱乐部的学生受到的影响更大。这些发现表明，技术提供的功能可供性（纸质书籍中无法提供）可以支持学生元认知的发展，包括单词知识校准、策略使用和单词学习技能。