TY - JOUR
T1 - Changes in reading strategies as a function of reading training
T2 - A comparison of live and computerized training
AU - Magliano, Joseph P.
AU - Todaro, Stacey
AU - Millis, Keith
AU - Wiemer-Hastings, Katja
AU - Kim, H. Joyce
AU - McNamara, Danielle S.
PY - 2005/10/20
Y1 - 2005/10/20
N2 - The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific texts and self-explained after each sentence. They also answered comprehension questions. Students showed improvement in the quality of their self-explanations and in the performance on the comprehension questions as a function of both live and computer-based training. However, there were some differences in response to iSTART training as a function of reading skill. Specifically, less skilled readers improved their performance on text-based questions, but not bridging questions. The opposite was found for skilled readers. These results indicate that computer-based, reading-skills training is effective, but different readers may improve at different levels of comprehension.
AB - The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific texts and self-explained after each sentence. They also answered comprehension questions. Students showed improvement in the quality of their self-explanations and in the performance on the comprehension questions as a function of both live and computer-based training. However, there were some differences in response to iSTART training as a function of reading skill. Specifically, less skilled readers improved their performance on text-based questions, but not bridging questions. The opposite was found for skilled readers. These results indicate that computer-based, reading-skills training is effective, but different readers may improve at different levels of comprehension.
UR - http://www.scopus.com/inward/record.url?scp=18144414834&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=18144414834&partnerID=8YFLogxK
U2 - 10.2190/1LN8-7BQE-8TN0-M91L
DO - 10.2190/1LN8-7BQE-8TN0-M91L
M3 - Article
AN - SCOPUS:18144414834
SN - 0735-6331
VL - 32
SP - 185
EP - 208
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 2
ER -