A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing

Autor/inn/en	Ponce, Hector R.; Mayer, Richard E.; Lopez, Mario J.
Titel	A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing
Quelle	In: Educational Technology Research and Development, 61 (2013) 5, S.819-840 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-013-9310-9
Schlagwörter	Computer Assisted Instruction; Reading Comprehension; Writing (Composition); Instructional Effectiveness; Reading Instruction; Writing Instruction; Scaffolding (Teaching Technique); Learning Strategies; Instructional Materials; Conventional Instruction; Standardized Tests; Hierarchical Linear Modeling; Foreign Countries; Chile (Santiago) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Leseverstehen; Schreibübung; Unterrichtserfolg; Leseunterricht; Schreibunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Standadised tests; Standardisierter Test; Ausland
Abstract	This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI--yielding an effect size d = 0.30. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10