Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies

Autor/inn/en	Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.
Titel	Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies
Quelle	In: Computers & Education, 59 (2012) 4, S.1170-1183 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.05.013
Schlagwörter	Foreign Countries; Conventional Instruction; Reading Comprehension; Instructional Effectiveness; Reading Instruction; Learning Strategies; Direct Instruction; Expository Writing; Language Arts; Grade 4; Reading Strategies; Computer Assisted Instruction; Educational Technology; Pretests Posttests; Comparative Analysis; Chile + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Unterrichtserfolg; Leseunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Sprachkultur; School year 04; 4. Schuljahr; Schuljahr 04; Reading strategy; Leselernstufe; Lesetechnik; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien
Abstract	This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to paraphrase, self-question, and summarize. The study involved 1041 fourth-grade elementary students from 21 schools distributed in three regions in central Chile. Participant teachers integrated this program into the Spanish language curriculum, instructing their students during thirty sessions of 90 min each during one school semester. Pretest-to-posttest gains in reading comprehension scores were significantly greater for students instructed with this program than for students who received traditional instruction (d = 0.5), with particularly strong effects for lower-achieving students (d = 0.7). The findings support the efficacy of direct instruction in specific learning strategies in a computer-based environment. (Contains 3 figures and 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10