Summary Street®

Kintsch, Eileen; Caccamise, Donna; Franzke, Marita; Johnson, Nina; Dooley, Scott J.

doi:10.4324/9780203936399.ch14

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several technologies have been developed to support students’ writing by grading essays (Grimes & Warschauer, 2010; Shermis & Burstein, 2003), teaching summarization (Kintsch, Caccamise, Franzke, Johnson, & Dooley, 2007) and argumentation skills (Wolfe, Britt, Petrovich, Albrecht, & Kopp, 2009), or scaffolding essay composition (Proske, Narciss, & McNamara, 2012; Rowley & Meyer, 2003). An important question is how well technologies address the pedagogical needs arising from the ill-defined nature of writing.…”

Section: Computer Support For Writing Instructionmentioning

confidence: 99%

“…A few technologies have been created to teach specific writing skills or to scaffold the writing process. For example, the LSA-based Summary Street (Caccamise, Franzke, Eckhoff, Kintsch, & Kintsch, 2007; Kintsch et al, 2007) supports students’ summarization skills. When students write summaries in the system, they receive graphical feedback showing how well their text captures the source materials.…”

Section: Computer-based Tutorials For Writingmentioning

confidence: 99%

See 1 more Smart Citation

Writing pal: Feasibility of an intelligent writing strategy tutor in the high school classroom.

Roscoe

McNamara

2013

Journal of Educational Psychology

107

View full text Add to dashboard Cite

The Writing Pal (W-Pal) is a novel intelligent tutoring system (ITS) that offers writing strategy instruction, game-based practice, essay writing practice, and formative feedback to developing writers. Compared to more tractable and constrained learning domains for ITS, writing is an ill-defined domain because the features of effective writing are difficult to quantify and individual writers can employ diverse strategies to achieve similar goals. The development of an ITS in an ill-defined domain presents particular challenges regarding comprehensive instruction, modularized content, extended practice, and formative feedback. In this article, we describe how the development of W-Pal has uniquely addressed these concerns and present the results of a study assessing the feasibility of this system in high school English classrooms. This study included 2 teachers and their 141 10th grade English class students who utilized W-Pal over a 6-month period during the academic year. Log-file analyses showed that students used all aspects of W-Pal, but activity and engagement was uneven throughout the year and decreased over time. Essay scores improved over time and surveys indicated that students perceived the lessons, games, and feedback as beneficial. However, specific aspects of the learning environment were critiqued as annoying, challenging, or lacking specificity. Overall, the results suggest that the system was generally well-received by the students but also offer insights for the development of ITSs in ill-defined domains.

show abstract

Section: Computer Support For Writing Instructionmentioning

confidence: 99%

Section: Computer-based Tutorials For Writingmentioning

confidence: 99%

Writing pal: Feasibility of an intelligent writing strategy tutor in the high school classroom.

Roscoe

McNamara

2013

Journal of Educational Psychology

107

View full text Add to dashboard Cite

show abstract

“…The first category includes Automated Writing Evaluation Systems (AWEs), i.e., software that provides formative feedback on student-written texts by pointing out errors, giving scores and/or generating information to remedy errors and improve the text (e.g., Write & Improve of Cambridge, Version 2.0 of 2022). The second category refers to Intelligent Tutoring Systems (ITS), which are software programs that provide instruction, practice games, and individualized feedback by themselves on a specific topic, based on the student's needs (e.g., Summary Street [39]). The third category was named communicative tools, which included all digital tools that only allowed interaction, both synchronously and asynchronously, with other users through different formats such as videos or written messages (e.g., WhatsApp, Version 2.21.1.17).…”

Section: Publicationmentioning

confidence: 99%

A Review of Effective Technology-Based Writing Interventions: A Componential Analysis

González-Laguna,

Fidalgo,

López

et al. 2024

Sustainability

View full text Add to dashboard Cite

Previous studies have shown the effectiveness of ICT-based writing instructional practices, but they do not show an in-depth analysis of their instructional elements, which could be key to explaining such effectiveness. This study aims to analyze the instructional design of effective ICT-based writing practices according to content and instructional dimensions. An empirical review was performed following the PRISMA statement guidelines with a sample of 22 studies. For the content dimension, learning objectives were coded in terms of target focus, subject-specific knowledge, and learning outcomes. For the instructional dimension, types of learning and instructional activities were coded, identifying their specific elements. Results showed that learning objectives were mostly focused on practice/internalization of high-level processes. Regarding learning activities, ICT was mainly used in practicing/applying, structuring, and observing/noting activities. Regarding instructional activities, application and demonstration principles appeared most frequently in the interventions, with application activities being most frequently performed by ICTs. Product-focused and corrective types of feedback, as well as static and procedural scaffolding types, were the most frequently performed using ICT. In conclusion, this study provides useful information on what writing activities can be performed using ICT and provide the basis for future studies analyzing to what extent these activities contribute to program effectiveness.

show abstract

“…The gist is then linked to an extended set of less important details inside long-term memory and can be represented as a summary. The use of summarization has been supported by instructional theories, such as Bloom's taxonomy of learning and other models of reading (e.g., E. Kintsch et al, 2007), suggested as a promising technique to improve reading comprehension for special education students (Jitendra et al, 1998;Solis et al, 2012), and shown to successfully promote fourth-and fifth-grade students' comprehension (Westby et al, 2010;K. Wijekumar et al, 2014;K.…”

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

View full text Add to dashboard Cite

Summary Street®

Cited by 4 publications

References 0 publications

Writing pal: Feasibility of an intelligent writing strategy tutor in the high school classroom.

Writing pal: Feasibility of an intelligent writing strategy tutor in the high school classroom.

A Review of Effective Technology-Based Writing Interventions: A Componential Analysis

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

Contact Info

Product

Resources

About