Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies

Ponce, Héctor; López, Mario; Mayer, Richard E.

doi:10.1016/j.compedu.2012.05.013

Cited by 60 publications

(48 citation statements)

References 12 publications

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“…Because electronic documents have become increasingly popular, research is being conducted on reading strategies for online documents or digital texts depending on students' learning strategies and the strategies' suitability under particular circumstances (Hsieh and Dwyer 2009;Hermena et al 2017;Ben-Yehudah and Eshet-Alkalai 2018). Various computer software programs are being developed to guide beginner students' reading strategies by providing functions such as prompts (Britt and Aglinskas 2002;Stadtler and Bromme 2008;Park and Kim 2016), graphic organizational frameworks (Chang et al 2001;Liu et al 2010;Pirnay-Dummer and Ifenthaler 2011;Ponce et al 2012;Dwyer et al 2013;Ponce, et al 2013;Kiili et al 2016), and underlining and annotation functions (Glover et al 2007;Wolfe 2000;Chen et al 2012;van Horne et al 2016;Winne et al 2017;Yanikoglu et al 2017; for a review, see Wolfe 2002) as well as mobile reading software (e.g., Chen et al 2011;Chen and Lin 2014). Some of these functions directly liaise with digital texts and can automatically retrieve key points from the text, while others allow students to manually input answers or manipulate the texts in order to prompt their deeper thinking.…”

Section: External Representations Generated From Electronic Documentsmentioning

confidence: 99%

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Mochizuki

Nishimori

Tsubakimoto

et al. 2019

Education Tech Research Dev

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This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin's model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text's argument, and linking students' ideas to the text's argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students' use of appropriate reading and writing strategies.

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Section: External Representations Generated From Electronic Documentsmentioning

confidence: 99%

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Mochizuki

Nishimori

Tsubakimoto

et al. 2019

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…English learning through the comprehension activities: reading and listening in settings mediated by technology have been the focus of study and exploration of several researchers (Liu et al, 2010, Ponce et al, 2012. Among some of the findings, it has been stated that blended learning environments favor the development of reading comprehension, since they promote the development of learning strategies (Liu et al, 2010;Lysenko & Abrami, 2014;Zoghi et al, 2010).…”

Section: Ijalel 8(3):118-129mentioning

confidence: 99%

Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

Torres

Perez

2019

Int. J. Appl. Linguist. Engl. Lit.

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This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.

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“…For example, Li et al (2014) integrated the SQ3R reading strategy into an e-book system. Kozminsky (2010) and Ponce et al (2012) have incorporated graphic organizers into e-book systems. van der Pol et al (2006) integrated a collaborative discussion activity into an e-book design.…”

Section: E-book Systems With Reading Strategiesmentioning

confidence: 99%

Development and evaluation of a Web-based e-book with a concept mapping system

2015

J. Comput. Educ.

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This paper describes the development of a Web-based e-book with a concept mapping system and the process and results of a concept mapping course in which 139 seventh-grade students used the developed system. Two iterated system development cycles were completed. The second system prototype provides an e-book system and a concept mapping system on the same Web page. Users can read an article and construct a concept map for the article simultaneously. Concept mapping course was conducted during a 3-week period. The results of the course showed that the students demonstrated a positive attitude toward concept mapping after using the system in the course. However, the quality of their concept maps is low. Several mistakes that the students frequently made were explored. In addition, the analysis of the students' annotation behaviors showed that some students use text highlight to support their construction of concept maps. However, an independent-sample t test did not demonstrate a significant effect of text highlight on the quality of concept maps. These results provide directions for our future work. Furthermore, several requirements are summarized in this paper according to the feedback of the teacher and students. These requirements are the base for our next iterative system and course design.

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Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies

Cited by 60 publications

References 12 publications

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

Development and evaluation of a Web-based e-book with a concept mapping system

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