Supporting Inference-Making during COVID-19 through Individualized Scaffolding and Feedback: A Natural Experiment

Autor/inn/en	Kim, Jasmine; Burey, Joseph; Hwang, HyeJin; McMaster, Kristen; Kendeou, Panayiota
Titel	Supporting Inference-Making during COVID-19 through Individualized Scaffolding and Feedback: A Natural Experiment
Quelle	36 (2023), S.467-490 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Jasmine) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inferences; COVID-19; Pandemics; Individualized Instruction; Scaffolding (Teaching Technique); Feedback (Response); Kindergarten; Young Children; Intervention; Program Effectiveness; Educational Technology; Video Technology + Suchen Sie Ihr Suchwort? Inference; Inferenz; Individualisierender Unterricht; Frühe Kindheit; Unterrichtsmedien
Abstract	The purpose of this study is to evaluate the role of the Early Language Comprehension Individualized Instruction (ELCII) program in supporting kindergarteners' learning of inference-making during the COVID-19 pandemic. Two different cohorts of pre- and in-pandemic students completed the ELCII program, which was designed to teach them how to make inferences. Results suggest that kindergarteners during COVID-19 made slower growth over the course of the intervention compared to their counterparts who completed the intervention before the pandemic. However, when growth rates between the two cohorts were compared accounting for the scaffolding and feedback provided by the ELCII program, the growth rates were similar. These findings suggest that the individualized scaffolding and feedback component of ELCII may have supported kindergarteners' learning of inference-making during the pandemic.?[This article was published in "Reading and Writing" (EJ1363903).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01