Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?

Managing text information to answer questions is one of the most frequent reading activities. These reading situations, called task-oriented reading, are challenging for students since they require specific skills that extend beyond basic reading comprehension skills. This is especiallypronounced wh...

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Autores: Serrano Mendizábal, Marian, Villalón Molina, Ruth|||0000-0003-1600-8026, Melero Zabal, María Ángeles|||0000-0001-9619-4863, Izquierdo Magaldi, María Belén|||0000-0001-5112-8811
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/36932
Acceso en línea:https://hdl.handle.net/10902/36932
Access Level:acceso abierto
Palabra clave:Distance education and online learning
Elementary education
Teaching/learning strategies
Improving classroom teaching
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spelling Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?Serrano Mendizábal, MarianVillalón Molina, Ruth|||0000-0003-1600-8026Melero Zabal, María Ángeles|||0000-0001-9619-4863Izquierdo Magaldi, María Belén|||0000-0001-5112-8811Distance education and online learningElementary educationTeaching/learning strategiesImproving classroom teachingManaging text information to answer questions is one of the most frequent reading activities. These reading situations, called task-oriented reading, are challenging for students since they require specific skills that extend beyond basic reading comprehension skills. This is especiallypronounced when deep comprehension is required. Although many computer-based interventions have focused on teaching strategies to foster text comprehension, the role of strategy instruction in task-oriented reading has not been examined. In this study, we aim to ascertain the efficacy of an intervention based on task-oriented reading strategy instruction (TuinLECweb), in both textbase and situation model levels of comprehension, comparing it with training based on questionanswering practice (AutoLEC). Moreover, we analyzed students? use of the instructional components and resources of the programs and the relationship to their efficacy. One hundred and thirty pupils attending sixth grade participated in this experimental pre-post study. The intervention comprised eight sessions in which students followed the training on their computers in the classroom. Results show that participants in both conditions raised their reading scores; however, while students in AutoLEC training obtained higher textbase scores, students in the TuinLECweb condition improved their situation model performance. Besides, gain in reading comprehension was not related to either instructional components or resources. These findings highlight the key role of strategy instruction in fostering deep comprehension when employing computer-based interventions in task-oriented reading. Moreover, these results point out the needto analyze how students manage the instructional aids offered to themThis work was supported by the Valencian Regional Government (BEST/2021/088) and by the Universidad de Cantabria.ElsevierUniversidad de Cantabria20232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/36932Computers & Education, 2023, 196, 104727reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/369322026-06-02T12:39:31Z
dc.title.none.fl_str_mv Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
title Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
spellingShingle Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
Serrano Mendizábal, Marian
Distance education and online learning
Elementary education
Teaching/learning strategies
Improving classroom teaching
title_short Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
title_full Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
title_fullStr Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
title_full_unstemmed Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
title_sort Effects of two computer-based interventions on reading comprehension: does strategy instruction matter?
dc.creator.none.fl_str_mv Serrano Mendizábal, Marian
Villalón Molina, Ruth|||0000-0003-1600-8026
Melero Zabal, María Ángeles|||0000-0001-9619-4863
Izquierdo Magaldi, María Belén|||0000-0001-5112-8811
author Serrano Mendizábal, Marian
author_facet Serrano Mendizábal, Marian
Villalón Molina, Ruth|||0000-0003-1600-8026
Melero Zabal, María Ángeles|||0000-0001-9619-4863
Izquierdo Magaldi, María Belén|||0000-0001-5112-8811
author_role author
author2 Villalón Molina, Ruth|||0000-0003-1600-8026
Melero Zabal, María Ángeles|||0000-0001-9619-4863
Izquierdo Magaldi, María Belén|||0000-0001-5112-8811
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Distance education and online learning
Elementary education
Teaching/learning strategies
Improving classroom teaching
topic Distance education and online learning
Elementary education
Teaching/learning strategies
Improving classroom teaching
description Managing text information to answer questions is one of the most frequent reading activities. These reading situations, called task-oriented reading, are challenging for students since they require specific skills that extend beyond basic reading comprehension skills. This is especiallypronounced when deep comprehension is required. Although many computer-based interventions have focused on teaching strategies to foster text comprehension, the role of strategy instruction in task-oriented reading has not been examined. In this study, we aim to ascertain the efficacy of an intervention based on task-oriented reading strategy instruction (TuinLECweb), in both textbase and situation model levels of comprehension, comparing it with training based on questionanswering practice (AutoLEC). Moreover, we analyzed students? use of the instructional components and resources of the programs and the relationship to their efficacy. One hundred and thirty pupils attending sixth grade participated in this experimental pre-post study. The intervention comprised eight sessions in which students followed the training on their computers in the classroom. Results show that participants in both conditions raised their reading scores; however, while students in AutoLEC training obtained higher textbase scores, students in the TuinLECweb condition improved their situation model performance. Besides, gain in reading comprehension was not related to either instructional components or resources. These findings highlight the key role of strategy instruction in fostering deep comprehension when employing computer-based interventions in task-oriented reading. Moreover, these results point out the needto analyze how students manage the instructional aids offered to them
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/36932
url https://hdl.handle.net/10902/36932
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv Computers & Education, 2023, 196, 104727
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869423670900817920
score 15,812429

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