Educational Technologies that Support Reading Comprehension for Adults Who Have Low Literacy Skills

Graesser, Arthur C.; Greenberg, Daphne; Olney, Andrew; Lovett, Maureen W.

doi:10.1002/9781119261407.ch22

Cited by 14 publications

(8 citation statements)

References 47 publications

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“…Overall, the learning behaviors of the four clusters varied across theoretical levels, which suggests that these levels represent distinguishable components of comprehension. This finding also supports previous studies of AutoTutor that reported the three discourse levels were separable since they were not highly correlated (Graesser et al, 2019).…”

Section: Discussionsupporting

confidence: 91%

“…Agent trialogues are implemented in AutoTutor for CSAL, an ITS developed in the Center for the Study of Adult Literacy (CSAL, Graesser et al, 2016;Graesser et al, 2019). This web-based system is designed to help adults with low literacy acquire strategies for comprehending text at multiple levels of language and discourse.…”

Section: Autotutormentioning

confidence: 99%

“…The growth in computer usage makes it likely this number is even higher today. As part of the effort to increase computer-based instruction, an intelligent tutoring system (ITS), AutoTutor, was developed to help adult learners improve reading comprehension skills (Graesser et al, 2016(Graesser et al, , 2019.…”

Section: Introductionmentioning

confidence: 99%

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Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System

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Lippert

Cai

et al. 2021

Int J Artif Intell Educ

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A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. This type of adaptivity is possible only if the ITS has information that characterizes the learning behaviors of its users and can adjust its pedagogy accordingly. This study investigated an intelligent tutoring system with computer agents (AutoTutor) designed to improve comprehension skills in adults with low reading literacy. One goal of this study was to classify adults into different clusters based on their behavioral patterns (accuracy and response time to answer questions) while they interacted with AutoTutor to help them improve their reading comprehension skills. A second goal was to investigate whether adults’ behaviors were associated with different reading components. A third goal was to assess improvements in reading comprehension skills, based on psychometric tests, of different clusters of readers. Performance on AutoTutor was collected in a targeted 100-hour hybrid intervention for adult readers (n = 252) that included both human teachers and the AutoTutor system. The adults’ average accuracy and response time in AutoTutor were used to cluster the adults into four categories: higher performers (comparatively fast and accurate), conscientious readers (slow but accurate), under-engaged readers (fast at the expense of somewhat lower accuracy) and struggling readers (slow and inaccurate). Two psychometric tests of comprehension were used to assess comprehension. Gains in comprehension scores were highest for conscientious readers, lowest for struggling readers, with higher performing readers and under-engaged readers in between. The results provide guidance to enhance the adaptivity of AutoTutor.

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Section: Discussionsupporting

confidence: 91%

Section: Autotutormentioning

confidence: 99%

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Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System

Ying

Lippert

Cai

et al. 2021

Int J Artif Intell Educ

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“…Instead, it indicates that there are likely students below thresholds in some of the foundational skills of reading and that this has implications on the inference processes that support comprehension. More research is needed to devise ways to support low-skilled college readers and we suspect that personalized, technology-based support will be part of a strategy to help these students be successful (e.g., Graesser et al, 2020).…”

Section: Implications For Practice Research and Theorymentioning

confidence: 99%

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers

et al. 2022

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There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whether there were thresholds in proficiencies in foundational skills, (b) whether students falling below the thresholds were disproportionately in developmental literary programs (i.e., institutionally designated as underprepared), and (c) the implications of being below the thresholds on engaging in strategic processing during reading. College students were administered assessments of foundational literacy skills, text comprehension, and strategic processing of texts. The sample included students who were enrolled in developmental literacy programs and students who were not. There were thresholds found in the foundational skills associated with word-, sentence-, and discourse-level processing. Participants below these thresholds were represented disproportionately by students determined to be underprepared for college and assigned to developmental literacy programs. Finally, students falling below the thresholds demonstrated lower reading strategy scores than students above the threshold.

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“…AutoTutor is a family of intelligent tutoring systems that have been shown to promote beneficial learning outcomes in multiple domains (Graesser, 2016;Nye et al, 2014). AT-ARC is an extension of this system that targets adult reading comprehension strategies (Graesser et al, 2019). It was developed at the Institute for Intelligent Systems at the University of Memphis through a series of federal grants.…”

Section: Overviewmentioning

confidence: 99%

An intelligent tutoring system for improving adult literacy skills in digital environments

Hollander¹,

Sabatini²,

Graesser³

2022

Preprint

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Twenty-first century literacy includes a mixture of digital and print literacy skills and strategies.AutoTutor for Adult Reading Comprehension is a web-based intelligent tutoring system that isdesigned to help adult learners develop effective reading comprehension strategies. Lessons spanbasic reading skills (vocabulary, word parts), comprehension of sentences and texts in differenttext genres and rhetorical structures, including digital documents and media. The AutoTutorsystem features an accessible interface, conversational trialogues with helpful and engagingcomputer agents, and material and scenarios that were developed specifically for adult learners.Studies suggest that this system significantly improves learning outcomes when used inconjunction with classroom instruction. Materials described in this article are free and readilyavailable to adult educators and their students.

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Educational Technologies that Support Reading Comprehension for Adults Who Have Low Literacy Skills

Cited by 14 publications

References 47 publications

Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System

Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers

An intelligent tutoring system for improving adult literacy skills in digital environments

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