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Supplementing teacher knowledge using web‐based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth‐ and fifth‐grade struggling readers
Dyslexia ( IF 2.066 ) Pub Date : 2019-09-15 , DOI: 10.1002/dys.1634
Kausalai Wijekumar 1 , Bonnie J. Meyer 2 , Puiwa Lei 2 , Andrea Lynn Beerwinkle 1 , Malatesha Joshi 1
Affiliation  

The effects of teaching the text structure strategy using a web‐based Intelligent Tutoring System for the Text Structure Strategy (ITSS) were examined with fourth‐ and fifth‐grade children scoring below the 25th percentile on comprehension measures using the Gray Silent Reading Test (GSRT) and researcher designed assessment from 130 fourth‐grade and 130 fifth‐grade classrooms. The ITSS was designed to teach students how to select and encode strategic memory from expository texts. The system provides modelling, practice, assessment, scaffolding, and feedback to learners on identifying signalling words, summarizing, making inferences, generating elaborations, and monitoring comprehension. A large scale randomized controlled trial was conducted with 130 fourth‐grade and 130 fifth‐grade classrooms. Students completed GSRT‐ and researcher‐designed measures of reading comprehension at pretest and posttests. An analysis of fourth‐grade students using ITSS who scores less than the 25th percentile on the GSRT pretest showed small but meaningful effect sized on the posttests. The fifth‐grade students in ITSS, who scored less than the 25% percentile on the GSRT pretest, showed the highest effect sizes (moderate to large effects) on the standardized test scores on the posttests.

中文翻译:

使用基于网络的智能辅导系统,针对文本结构策略补充教师知识,以提高四,五年级奋斗阅读器的内容区域阅读理解

使用灰色静默阅读测验(GSRT)对得分低于25%的四年级和五年级孩子的理解力进行了测试,使用基于网络的文本结构策略智能辅导系统(ITSS)教授文本结构策略的效果),研究人员设计了130个四年级教室和130个五年级教室的评估。ITSS旨在教学生如何从说明性文本中选择和编码策略性记忆。该系统向建模者提供建模,练习,评估,脚手架和反馈,以帮助他们识别信号词,进行总结,进行推理,生成细节并监控理解。在130个四年级教室和130个五年级教室进行了大规模的随机对照试验。学生在测试前和测试后完成了GSRT和研究人员设计的阅读理解量度。对使用ITSS的四年级学生进行的分析表明,其在GSRT预测中的得分低于第25个百分位,显示在后测中的影响很小,但却很有意义。ITSS的五年级学生在GSRT预测中的得分低于25%,在后测的标准化测试分数中显示出最高的影响量(中度到大度影响)。
更新日期:2019-09-15
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