Developing an Interactive Software Application to Support Young Children's Inference-Making

Autor/inn/en	McMaster, Kristen L.; Kendeou, Panayiota; Bresina, Britta Cook; Slater, Susan; Wagner, Kyle; White, Mary Jane; Butterfuss, Reese; Kim, Jasmine; Umana, Cristina
Titel	Developing an Interactive Software Application to Support Young Children's Inference-Making
Quelle	(2019), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McMaster, Kristen L.) ORCID (Kendeou, Panayiota) ORCID (Bresina, Britta Cook) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Inferences; Computer Software; Educational Technology; Technology Uses in Education; Video Technology; Learning Modules; Vocabulary Development; Scaffolding (Teaching Technique); Feedback (Response); Oral Reading; Teaching Methods; Program Effectiveness; Comprehension; Instructional Design; Student Attitudes; Teacher Attitudes; Elementary School Students; Language Tests; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Inference; Inferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Wortschatzarbeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Lehrerverhalten; Language test; Sprachtest
Abstract	We describe the design and development of a technology-based inference-making intervention system that includes a set of interactive learning modules, each of which engages students to (a) view age-appropriate children's videos, (b) learn vocabulary words that are central to main ideas in each video, (c) respond to inferential questions, (d) receive scaffolding and specific feedback for each question, and (e) engage in a set of read-aloud lessons implemented by the classroom teacher and designed to promote transfer of inferencing from non-reading to reading contexts. First, we present the design principles that guided development, drawing on an integrated language comprehension framework. Next, we describe the design process, drawing on a field test of the usability and feasibility of the intervention system. Findings revealed that students and teachers found the system to be usable and helpful for support inference-making, and that it was feasible for classroom use. Then, we provide evidence from a field trial that showed that children who used the intervention system made gains in language comprehension, and that a version with 'offline' questioning (questions asked after viewing videos) was slightly superior to an 'online' version (questions asked during viewing). Finally, we highlight lessons learned that are informing additional development. [This paper will be published in "L1-Educational Studies in Languages and Literature."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06