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Supplementing teacher knowledge using web‐based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth‐ and fifth‐grade struggling readers

机译:补充教师知识,利用基于网络的智能辅导系统进行文本结构策略,以改善第四年级和第五年级斗争读者的内容区域阅读理解

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>The effects of teaching the text structure strategy using a web‐based Intelligent Tutoring System for the Text Structure Strategy (ITSS) were examined with fourth‐ and fifth‐grade children scoring below the 25th percentile on comprehension measures using the Gray Silent Reading Test (GSRT) and researcher designed assessment from 130 fourth‐grade and 130 fifth‐grade classrooms. The ITSS was designed to teach students how to select and encode strategic memory from expository texts. The system provides modelling, practice, assessment, scaffolding, and feedback to learners on identifying signalling words, summarizing, making inferences, generating elaborations, and monitoring comprehension. A large scale randomized controlled trial was conducted with 130 fourth‐grade and 130 fifth‐grade classrooms. Students completed GSRT‐ and researcher‐designed measures of reading comprehension at pretest and posttests. An analysis of fourth‐grade students using ITSS who scores less than the 25th percentile on the GSRT pretest showed small but meaningful effect sized on the posttests. The fifth‐grade students in ITSS, who scored less than the 25% percentile on the GSRT pretest, showed the highest effect sizes (moderate to large effects) on the standardized test scores on the posttests.
机译: >教导文本结构策略使用基于Web的智能辅导系统进行文本结构战略(ITS)的效果,并在使用灰色沉默阅读的理解措施之低于25百分位数以下的第四年和五年级儿童测试(GSRT)和研究员设计了130名四年级和130级课堂的评估。其旨在教学学生如何从展示文本中选择和编码战略内存。该系统为学习者提供建模,实践,评估,脚手架和反馈,以识别信号字,总结,制定推论,产生阐述和监测理解。大规模随机对照试验进行了130级和130年级的课堂。学生完成了GSRT和研究人员设计的阅读理解措施,在预测试和后期。利用其少于第25百分位数在GSRT预测试中的少于第25百分位数的分析表明,在后视度上大小的效果小而有意义。它的第五年级学生在GSRT预测试中得分低于25%百分位数,展示了最高效果大小(中度至大效应)对后期的标准化考试成绩。

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