Web-Based Text Structure Strategy Instruction Improves Seventh Graders' Content Area Reading Comprehension

Autor/inn/en	Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa
Titel	Web-Based Text Structure Strategy Instruction Improves Seventh Graders' Content Area Reading Comprehension
Quelle	In: Journal of Educational Psychology, 109 (2017) 6, S.741-760 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000168
Schlagwörter	Reading Comprehension; Intelligent Tutoring Systems; Pretests Posttests; Web Based Instruction; Grade 7; Randomized Controlled Trials; Middle School Students; Text Structure; Teaching Methods; Reading Instruction; Memory; Control Groups; Comparative Analysis; Experimental Groups; Standardized Tests; Reading Tests; Metacognition; Statistical Analysis; Outcomes of Education; Hierarchical Linear Modeling; Statistical Significance + Suchen Sie Ihr Suchwort? Leseverstehen; Intelligentes Tutorsystem; Web Based Training; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Textstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Gedächtnis; Standadised tests; Standardisierter Test; Lesetest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse; Lernleistung; Schulerfolg
Abstract	Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy (ITSS), has proven successful in large-scale studies at 4th and 5th grades and a smaller study at 7th grade. Text structure-based instruction focuses on selection and encoding of strategic memory. This strategic memory proves to be an effective springboard for many comprehension-based activities such as summarizing, inferring, elaborating, and applying. This was the first large-scale randomized controlled efficacy study on the web-based delivery of the text structure strategy to 7th-grade students. 108 classrooms from rural and suburban schools were randomly assigned to ITSS or control and pretests and posttests were administered at the beginning and end of the school year. Multilevel data analyses were conducted on standardized and researcher designed measures of reading comprehension. Results showed that ITSS classrooms outperformed the control classrooms on all measures with the highest effects reported for number of ideas included in the main idea. Results have practical implications for classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01