Online assessment of strategic reading literacy skills

Gil, Laura; Martínez, Tomás Sola; Vidal‐Abarca, Eduardo

doi:10.1016/j.compedu.2014.10.026

Cited by 33 publications

(26 citation statements)

References 29 publications

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“…These reading situations, usually called task-oriented reading (Vidal-Abarca et al, 2010), are considered problem-solving situations in which readers establish goals and make a series of self-regulation decisions, such as what to read and how to read it, until the goals are met (Rouet, 2006;. These decisions are mainly based on metacognitive processes and influence students' level of success in the task (Gil, Martínez, & Vidal-Abarca, 2015;Vidal-Abarca, Salmerón, & Mañá, 2011). One common task-oriented reading situation that students encounter is reading to answer questions.…”

Section: Task-oriented Reading: Processes and Decisionsmentioning

confidence: 99%

“…In the first phase, TuinLECweb provides instruction on the strategic decisions that readers must make in task-oriented reading situations, with special emphasis on monitoring accuracy. in the impact that these strategies have on performance (Gil et al, 2015;Vidal-Abarca et al, 2010). The metacognitive strategy instruction is conducted through explicit instruction, modelling, and guided practice via dialogs between two animated agents.…”

Section: Tuinlecweb: An Itsmentioning

confidence: 99%

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Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders

Serrano

Vidal‐Abarca

Ferrer

2018

Computer Assisted Learning

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The use of documents to perform tasks is a continuous task demand in the current knowledge‐based society that involves making a series of decisions to self‐regulate the use of text information. Low‐skilled comprehenders have serious problems monitoring and self‐regulating their decisions in these task‐oriented reading situations, which has a negative impact on performance and merits instructional interventions in school settings. Intelligent tutoring systems have emerged as effective tools to teach strategic skills. Herein, we present TuinLECweb, an intelligent tutoring system that teaches monitoring and self‐regulation strategies to young adolescents. Study 1 explores whether high‐skilled and low‐skilled comprehenders respond to the intervention with TuinLECweb differently in terms of task‐oriented reading performance and monitoring accuracy of nonsearch decisions. The results show that the intervention with TuinLECweb primarily benefits low‐skilled comprehenders. Study 2 compares the efficacy of TuinLECweb over a classroom intervention for low‐skilled comprehenders. The results reveal that TuinLECweb training improves monitoring accuracy of nonsearch decisions over and above classroom instruction. Both studies also reveal that low‐skilled comprehenders use the strategies learned beyond the time of training. Our results provide arguments in favour of using computer‐assisted programs in strategy instruction.

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Section: Task-oriented Reading: Processes and Decisionsmentioning

confidence: 99%

Section: Tuinlecweb: An Itsmentioning

confidence: 99%

Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders

Serrano

Vidal‐Abarca

Ferrer

2018

Computer Assisted Learning

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“…For example, students need to make decisions about how to read the text (e.g., entirely and carefully, scanning, search reading, or skimming), when to refer back to comprehension questions to monitor their understanding of a learning task, and what part of a text to read again to identify important information such as contradictory propositions. These kinds of strategic decisions not only provide insight into students' different levels of intellectual engagement with a text but also underscore that some information in a text will be more important than others (Gil et al, 2015). Consequently, students have to distinguish between relevant and less-relevant or irrelevant information by reading back and forth between instructional materials and comprehension questions.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…We start our analyses with students' task-oriented reading of instructional materials because students who are new to a particular domain and lack even introductory knowledge face difficulty in purposeful and active reading (Gil et al, 2015). Thus, analyzing this theoretical construct can help one to determine how students read the text (i.e., skimming it or reading it more deeply).…”

Section: Task-oriented Reading Of Instructional Materialsmentioning

confidence: 99%

“…In CSCL, task-oriented reading or functional reading (as defined by Gil, Martinez, & Vidal-Abarca, 2015) refers to students' strategic engagement with instructional materials on a screen to complete a learning task. Scientific research papers are a crucial source of information to help students see the real-world value of the skills they learn (e.g., identifying, modeling, communicating, and documenting a system's requirements).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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How Design Science Research Helps Improve Learning Efficiency in Online Conversations

Eryilmaz¹,

Thoms²,

Canelón³

2018

CAIS

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Abstract:In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users' attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another's reasoning to resolve misconceptions. Moreover, we found that the new system increased users' perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications.

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U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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The purpose of this study was to investigate the differences between the amounts of time that U.S. and Chilean students spend on conventional academic reading, extracurricular reading, and Facebook and also to report the types of materials they prefer to read. The study surveyed students in the United States (n = 1,265) and Chile (n = 2,076) across all discipline areas. Descriptive analysis indicated that U.S. students spent 4.94 hours on academic reading, 4.17 hours on extracurricular reading, and 16.40 hours on Facebook weekly. For Chilean students, the figures were 13.17 hours, 3.07 hours, and 14.00 hours, respectively. The results indicated that for both U.S. and Chilean participants, online reading materials were the most popular type of material, followed by magazines/newspapers, graphic novels/comic books, best‐selling novels, and nonmajor academic books (books on topics outside the student's major subject in conventional print format). Due to the impact of the Internet on reading resources, students' reading patterns today are different from how they were in the past. College students' reading practices have moved to different venues with the advent of Internet technology, and the modality has migrated to online reading. Specifically, social media sites (e.g., Facebook) provide social accessibility to academic contexts that constitute students' learning experiences and shape their identities.

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Online assessment of strategic reading literacy skills

Cited by 33 publications

References 29 publications

Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders

Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

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