iSTART-Early: Interactive Strategy Training for Early Readers

Kendeou, Panayiota; Orcutt, Ellen; Arner, Tracy; Li, Tong; Balyan, Renu; Butterfuss, Reese; Watanabe, Micah; McNamara, Danielle S.

doi:10.1007/978-3-031-09680-8_35

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…On researcher-created measures to assess comprehension, iSTART interventions were found to have anywhere from small to large effects ( g = 0.29–1.46) for middle and high school students (Xu et al, 2019). Although a revised version, iSTART-early, for third and fourth graders has been developed, studies on its effectiveness are still being conducted (Kendeou et al, 2022).…”

Section: Theoretical and Empirical Foundations Of The Interventionmentioning

confidence: 99%

A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.

Wijekumar,

Lei,

Rice

et al. 2024

Journal of Educational Psychology

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Section: Theoretical and Empirical Foundations Of The Interventionmentioning

confidence: 99%

A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.

Wijekumar,

Lei,

Rice

et al. 2024

Journal of Educational Psychology

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“… The Smart Early Childhood Education Service System (SECESS; Wei et al, 2020) is a general‐purpose online platform for hosting activities and other broad curriculum support for early‐grades students (A1.3, A2.3, B3, C1.3). There are now several versions of the iSTART system (McNamara et al, 2004), an intelligent tutoring system that was originally designed to teach high‐level reading strategy to adolescents and early college students. One such version is designed for developing readers and lower‐level reading skills (A1.3, A2.3, B3) (iSTART‐Early, Kendeou, Orcutt, et al, 2022). Druga et al (2019) studied the effects, utility and student perceptions of AI and robotics to facilitate collaboration (C2.3) in classrooms. Calypso is a visual programming language developed for the Cozmo educational robotics system that has been used to teach basic programming and AI concepts (C1.3) to early elementary students (Touretzky & Gardner‐McCune, 2018).…”

Section: Brief Description Of Exemplary Ai Research and Products Alig...mentioning

confidence: 99%

A framework of literacy development and how AI can transform theory and practice

Sabatini

Graesser

Hollander

et al. 2023

Brit J Educational Tech

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We argue in this paper that there is currently no adequate theoretical framework or model that spans the twelve odd year trajectory from non‐reader to proficient reader, nor addresses fine‐grain skill acquisition, mastery and integration. The target construct itself, reading proficiency, as often operationalized as an endpoint of formal secondary schooling, is defined and measured in imprecise, fragmented terms. Consequently, schools (and empirical research) fall back on heuristics like the Simple View of Reading, or a few stages (learn to read, read to learn, read to do) to describe reading development. Those models, however, are too general to guide instructional decisions for adaptive learning systems. Progress in engineering an adequate learning system has been inhibited by a mismatch with curriculum standards and school organization that impose good‐faith but not fully optimized developmental targets on the educational system. We propose the development of a learning and assessment framework to scaffold reading proficiency development while accounting for the diverse learning trajectories of groups or individuals across development. We then identify some key problems, challenges and opportunities that AI technologies are poised to help us address in conceiving individualized, adaptive learning systems for reading proficiency across the developmental spectrum. We close with a selective review of examples of AI‐enhanced research or products. Practitioner notesWhat is already known about this topic Reading proficiency is a vital component of education systems design. Theoretical and empirical studies across multiple disciplines have been published, but much of this research is framed in fragmented theories that do not seamlessly span the trajectory of life‐long reading development. Current assessments are time‐consuming, coarse‐grained and fail to provide a roadmap for educators and designers of adaptive learning environments. There is a significant lack of knowledge of potentially non‐linear growth in reading skills within or between years and how to design adaptive instruction for diverse subpopulations. What this paper adds We describe the initial steps towards a literacy learning and assessment framework that spans the trajectory from non‐reader to proficient reader. We provide a landscape of exemplars of artificial intelligence and computational linguistics that reflect the possibilities of a more comprehensive, cohesive literacy development system. We reflect upon key problems, challenges and opportunities that AI technologies can help address in conceiving individualized, adaptive learning systems for reading proficiency across the developmental spectrum. Implications for practice and/or policy AI and computational linguistics can help fill in the gaps in understanding and enacting a longitudinal vision of reading development. Educators would ideally know what to expect of their students at particular points of development, identify deviations and have additional tools to intervene effectively to maximize progress. There is a need to develop adaptive instruction that spans the development of proficiency from preschool to college/career levels and adapts to address common barriers among diverse subpopulations.

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“…This approach helps the students build their knowledge and practice transferring comprehension strategies to new topics. Mr. Stephens was excited to test iSTART‐Early (Kendeou et al., 2022) in his classroom, as it was able to provide reading comprehension instruction at different levels based on his students' different levels of skill and knowledge.…”

Section: Comprehension Strategy Instruction In Istart‐earlymentioning

confidence: 99%

“…Stephens was concerned that not all his students would be able to understand the words or ideas in the book, and searched for instructional strategies that he could teach his students that would help all of them better understand what they read. At an education conference, he had seen a demonstration of a reading comprehension tutoring system, iSTART‐Early (Kendeou et al., 2022). He decided to research both the system and the evidence behind it to see if it was right for his students.…”

Section: Introductionmentioning

confidence: 99%

iSTART‐Early and Now I Can Read: Effective Reading Strategies for Young Readers

Watanabe,

Arner,

McNamara

2023

The Reading Teacher

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Students in the 3rd and 4th grade often encounter what has been called a reading “slump” when their class curriculums increasingly ask them to comprehend and learn from texts. Students are more likely to struggle if they have not been offered sufficient opportunities to build world and domain knowledge and engage in challenging comprehension tasks while developing their reading skills. Thus, it is essential to give young readers opportunities to build their world and domain knowledge and to teach them comprehension strategies such as asking questions, paraphrasing, and self‐explaining. This paper introduces iSTART‐Early, an intelligent tutoring system designed to provide instruction and practice opportunities for students to learn comprehension strategies and build knowledge about diverse topics. The theoretical foundations, history and efficacy, and design of iSTART‐Early are discussed.

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iSTART-Early: Interactive Strategy Training for Early Readers

Cited by 4 publications

References 26 publications

A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.

A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.

A framework of literacy development and how AI can transform theory and practice

iSTART‐Early and Now I Can Read: Effective Reading Strategies for Young Readers

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