Web‐Based Tutoring of the Structure Strategy With or Without Elaborated Feedback or Choice for Fifth‐ and Seventh‐Grade Readers

Meyer, Bonnie J. F.; Wijekumar, Kay; Middlemiss, Wendy; Higley, Kelli; Lei, Pui Wa; Catherine, Meier,; Spielvogel, James

doi:10.1598/rrq.45.1.4

Cited by 103 publications

(108 citation statements)

References 41 publications

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“…Based on one-way ANCOVA results, the participants who received immediate detailed feedback scored higher on the energy knowledge posttest than did those who received no IEF. The findings of the study were consistent with previous studies that suggested immediate feedback and elaborated feedback enhanced learning (Corbett & Anderson, 1989;Dihoff, Brosvic, Epstein, & Cook, 2003;Meyer et al, 2010;Van et al, 2011).…”

Section: Discussionsupporting

confidence: 91%

The Development and Evaluation of an Online Formative Assessment upon Single-player Game in E-learning Environment

Tsai

2013

JCT

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This study developed a game-based formative assessment, called tic-tac-toe quiz for single-player version (TRIS-Q-SP), in an energy education e-learning system. This assessment game combined tic-tac-toe with online assessment, and revised the rule of tic-tac-toe for stimulating students to use online formative assessment actively. Additionally, to investigate which types of formative feedback were appropriate for use in this game-based formative assessment, immediate elaborated feedback (IEF) and no immediate elaborated feedback (NIEF) mechanisms were designed and incorporated in TRIS-Q-SP. The findings revealed that all participants improved their energy knowledge through the e-learning system, and expressed enjoyment and positive opinions toward the TRIS-Q-SP. However, the various statistical results suggested that providing IEF for each question answered in TRIS-Q-SP was the optimal design. This design facilitated the enhancement of energy knowledge acquisition when comparing it with NIEF condition, and did not affect all participants' enjoyment perceptions.

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Section: Discussionsupporting

confidence: 91%

The Development and Evaluation of an Online Formative Assessment upon Single-player Game in E-learning Environment

Tsai

2013

JCT

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“…Since there is some evidence for the efficacy of anthropomorphic characters with spoken, as opposed to written, feedback (e.g., Heidig & Clarebout, 2011;Lusk & Atkinson, 2007), the PA in the current study was designed as an animated, speaking mouse with anthropomorphic features in appearance and speech. Unlike digital reading tutors in other programs, the PA in the current study did not teach specific strategies such as self-questioning or identification of main ideas, followed by elaborate feedback, as students tried to apply the learned strategy (e.g., Meyer et al, 2010;Mich, Pianta, & Mana, 2013;Sung, Chang, & Huang, 2008). Unlike other reading support systems such as Meyer et al (2010), who provided explicit instruction on how to identify and use text structures, or Sung et al (2008) who instructed students about concept mapping and highlighting important messages, the current study did not provide explicit instruction on reading strategies.…”

Section: Guidance During Readingmentioning

confidence: 99%

Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning

Nielen

Smith

Jong³

et al. 2017

Journal of Educational Computing Research

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In this digital era, a fundamental challenge is to design digital reading materials in such a way that they improve children's reading skills. Since reading books is challenging for many fifth graders-particularly for those genetically susceptible to attention problems-the researchers hypothesized that guidance from a digital Pedagogical Agent (PA) could improve students' reading motivation and incidental vocabulary learning. Using a sample of 147 fifth-grade students, the researchers carried out a randomized control trial with three groups of students reading: (a) hardcopy (print) books, (b) digital books, and (c) digital books with a PA. For students with a genetic predisposition to attention problems, carriers of the DRD4 seven-repeat allele, the PA supported their incidental vocabulary learning. For noncarriers, there were no effects of the digital reading materials or the PA.

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“…Meyer et al [12] compared the effects of a web-based tutoring system on different measures of reading comprehension. The participants were 111 grade 5 and 7 students.…”

Section: Technology and Softwarementioning

confidence: 99%

Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works

See¹,

Gorard

2014

BJESBS

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Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ABSTRACT Background: The transition from primary to secondary schools in England is marked by a concern over potential learning loss, and the realisation that a small number of students have not reached an expected or threshold level of literacy. The latter can then impact on progress in all areas of the secondary curriculum, and is reflected in subsequent qualifications. Very similar issues arise worldwide. In England, money has been made available via the Pupil Premium and the Catch-up schemes to deal with this. Several ameliorative strategies have been suggested and implemented, and several of these have claimed success even though the evidence for many is unclear. This paper presents the results of a review of all the available international evaluation evidence, to distinguish between those approaches that work, or might work and those that clearly do not. Method:The review began with a search for all possible studies worldwide, focusing on those intervention programmes that have been rigorously evaluated. Results: Forty-three studies met the barest minimum of design and quality standards for programme evaluation. The most promising single intervention programme was 'Response to Intervention' but even here the evidence was unclear. Conclusion:Overall, these studies suggest that interventions to improve literacy for older children need to start earlier in the primary school years than current policy proposals in England intend. Successful interventions tended to be those that are clear and simple. They include teacher development at the outset, using new learning materials, and Original Research ArticleBritish Journal of Education, Society & Behavioural Science, 4(6): 739-754, 2014 740 providing ongoing support focusing on those students clearly below the expected levels in literacy. However, there is still a range of interventions that could be effective but have not yet been tested. Large scale randomised controlled trials (RCTs) of these interventions could be conducted to establish their effects.

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Web‐Based Tutoring of the Structure Strategy With or Without Elaborated Feedback or Choice for Fifth‐ and Seventh‐Grade Readers

Cited by 103 publications

References 41 publications

The Development and Evaluation of an Online Formative Assessment upon Single-player Game in E-learning Environment

The Development and Evaluation of an Online Formative Assessment upon Single-player Game in E-learning Environment

Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning

Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works

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