TY - GEN
T1 - Enhancing learning of expository science texts in a remedial reading classroom via iSTART
AU - Taylor, Roger S.
AU - O'Reilly, Tenaha
AU - Sinclair, Grant P.
AU - McNamara, Danielle S.
PY - 2006
Y1 - 2006
N2 - Scientific literacy is a critical skill that requires the ability to deeply comprehend challenging scientific concepts. This research investigated the effectiveness of extended classroom practice with an automated reading strategy training program (iSTART) that is designed to enhance the comprehension of expository science text. Twelve 9th grade students, enrolled in a high school remedial reading program, were trained with the iSTART program. They were compared to a control group of twelve other 9th grade students, who were comparable in reading ability but who did not receive such training. There were no significant pretest-posttest differences between the groups on comprehension questions that could be answered from a single sentence within a passage. However, the iSTART training group performed significantly better than those in the control group on bridging inference questions, which require the generation of inferences between two or more sentences within a passage.
AB - Scientific literacy is a critical skill that requires the ability to deeply comprehend challenging scientific concepts. This research investigated the effectiveness of extended classroom practice with an automated reading strategy training program (iSTART) that is designed to enhance the comprehension of expository science text. Twelve 9th grade students, enrolled in a high school remedial reading program, were trained with the iSTART program. They were compared to a control group of twelve other 9th grade students, who were comparable in reading ability but who did not receive such training. There were no significant pretest-posttest differences between the groups on comprehension questions that could be answered from a single sentence within a passage. However, the iSTART training group performed significantly better than those in the control group on bridging inference questions, which require the generation of inferences between two or more sentences within a passage.
UR - http://www.scopus.com/inward/record.url?scp=77949907765&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77949907765&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:77949907765
SN - 0805861742
SN - 9780805861747
T3 - ICLS 2006 - International Conference of the Learning Sciences, Proceedings
SP - 765
EP - 770
BT - ICLS 2006 - International Conference of the Learning Sciences, Proceedings
T2 - 7th International Conference of the Learning Sciences, ICLS 2006
Y2 - 27 June 2006 through 1 July 2006
ER -