Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy

Autor/inn/en	Hollander, John; Sabatini, John; Graesser, Art; Greenberg, Daphne; O'Reilly, Tenaha; Frijters, Jan
Titel	Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 4-5, S.397-409 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hollander, John) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2023.2203543
Schlagwörter	Adult Literacy; Adult Education; Adult Students; Student Characteristics; Intelligent Tutoring Systems; Reading Skills; Achievement Gains; Word Recognition; Decoding (Reading); Blended Learning; Reading Comprehension; Foreign Countries; Vocabulary; Morphology (Languages); Language Processing; Intervention; United States; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Intelligentes Tutorsystem; Reading skill; Lesefertigkeit; Achievement gain; Leistungssteigerung; Worterkennung; Dekodierung; Leseverstehen; Ausland; Wortschatz; Morphology; Morphologie; Sprachverarbeitung; USA; Kanada
Abstract	Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and post-difference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult comprehension-focused intelligent tutoring system. By characterizing learners during instruction, we examined differential gains in foundational reading skills. Most learners made gains in reading skills above the word recognition and decoding level; readers who were classified as "conscientious" (who performed slowly but accurately) tended to make the most substantial gains. We conclude that this hybrid instructional program may be an effective educational environment for adult literacy and describe how characterizing learners via integrating assessments into adaptive instructional practice may improve efficiency and effectiveness. [For the corresponding grantee submission, see ED628313.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01