Nonfiction Reading Comprehension in Middle School: Exploring in Interactive Software Approach

Autor/inn/en	Wolff, Evelyn S.; Isecke, Harriet; Rhoads, Christopher; Madura, John P.
Titel	Nonfiction Reading Comprehension in Middle School: Exploring in Interactive Software Approach
Quelle	In: Educational Research Quarterly, 37 (2013) 1, S.24-47 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Nonfiction; Reading Comprehension; Middle School Students; Computer Software; Science Instruction; Usability; Student Motivation; Educational Research; Web Based Instruction; Vocabulary Development; Learner Engagement; Best Practices; Literacy Education; Teaching Methods; Discussion (Teaching Technique); Learning Strategies; Student Characteristics; Intervention; Scores; Connecticut; New Jersey + Suchen Sie Ihr Suchwort? Non-fiction; Nichtfiktionaler Text; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Bildungsforschung; Pädagogische Forschung; Web Based Training; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The struggles of students in the United States to comprehend non-fiction science text are well documented. Middle school students, in particular, have minimal instruction in comprehending nonfiction and flounder on assessments. This article describes the development process of the Readorium software, an interactive web-based program being developed to assist students with comprehension of science text. The program incorporates research-based recommendations for effective reading comprehension suggested by the Institute of Education Science (IES). Efforts to turn the IES recommendations into a coherent software product that motivates learners are described, as is the process of incorporating student and teacher feedback to improve the usability of the product. Preliminary results suggest that the program operates efficiently, motivates students, and may substantially impact student comprehension of science text. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/1/02