Improving Reading Comprehension in Spanish Using iSTART-E: A Pilot Study

被引：4

作者：

McCarthy, Kathryn S. ^{[1
]}

Soto, Christian Marcelo ^{[2
]}

de Blume, Antonio P. Gutierrez ^{[3
]}

Palma, Diego ^{[2
]}

Ignacio Gonzalez, Jordan ^{[2
]}

McNamara, Danielle S. ^{[4
]}

机构：

[1] Georgia State Univ, Dept Learning Sci, Educ Psychol, Atlanta, GA 30303 USA

[2] Univ Concepcion, Concepcion, Chile

[3] Georgia Southern Univ, Res, Statesboro, GA USA

[4] Arizona State Univ, Sci Learning & Educ Technol SoLET Lab, Tempe, AZ 85287 USA

来源：

INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING | 2020年 / 10卷 / 04期

关键词：

Artificial Intelligence; Educational Technology; Reading Strategies; Tutoring System; SELF-EXPLANATION; MOTIVATION; STUDENTS; KNOWLEDGE; TEXT; SERT;

D O I：

10.4018/IJCALLT.2020100105

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

iSTART-E is a web-based intelligent tutor developed for Spanish-speaking students to improve their reading comprehension through self-explanation strategy training. This study examined the effects of a blended comprehension strategy intervention on students' reading comprehension skill. Chilean high school students (N = 22) completed nine iSTART-E sessions and a face-to-face classroom lesson that included integrative video and additional examples of self-explanation. Survey data indicated that students thought that iSTART-E was useful and that they had improved their reading skills. Critically, this was supported by objective assessment-students' standardized reading comprehension test (Lectum) performance improved from pre-training to post-training. These findings demonstrate promise for the use of iSTART-E as a computer-supported learning environment for Spanish readers.

引用

页码：66 / 82

页数：17

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