iSTART-ALL

Confronting adult low literacy with intelligent tutoring for reading comprehension

Amy Johnson, Tricia A. Guerrero, Elizabeth L. Tighe, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

There is little empirical research available on the substantial problem of adult low literacy rates, and limited educational technologies are available to address distinct instructional needs of this population. This paper reports on development and testing of a version of Interactive Strategy Training for Active Reading and Thinking (iSTART) for Adult Literacy Learners (iSTART-ALL) We describe modifications of iSTART to accommodate adult literacy learners, including new practice modules (i.e., summarization, question asking), a new library of texts, and an interactive narrative for adult literacy learners to engage in extended practice of reading comprehension strategies. We report results of a study examining reactions to iSTART-ALL and performance data while engaging with the interactive narrative. The attitudinal study, conducted with 38 adult literacy learners, demonstrated generally positive reactions to the narrative. Results also revealed that task performance was strongly related to individual difference scores on reading comprehension assessments, and more so with higher-level comprehension skills than basic word-level skills, providing concurrent validity for the interactive narrative tasks.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
PublisherSpringer Verlag
Pages125-136
Number of pages12
Volume10331 LNAI
ISBN (Print)9783319614243
DOIs
StatePublished - 2017
Event18th International Conference on Artificial Intelligence in Education, AIED 2017 - Wuhan, China
Duration: Jun 28 2017Jul 1 2017

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume10331 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other18th International Conference on Artificial Intelligence in Education, AIED 2017
CountryChina
CityWuhan
Period6/28/177/1/17

Fingerprint

Educational technology
Interactive Narrative
Testing
Educational Technology
Individual Differences
Empirical Research
Summarization
Concurrent
Distinct
Module
Strategy
Training
Skills

Keywords

  • Adult literacy
  • Intelligent tutoring systems
  • Interactive narrative
  • Literacy technology
  • Reading comprehension

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

Cite this

Johnson, A., Guerrero, T. A., Tighe, E. L., & McNamara, D. (2017). iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension. In Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings (Vol. 10331 LNAI, pp. 125-136). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10331 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-319-61425-0_11

iSTART-ALL : Confronting adult low literacy with intelligent tutoring for reading comprehension. / Johnson, Amy; Guerrero, Tricia A.; Tighe, Elizabeth L.; McNamara, Danielle.

Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI Springer Verlag, 2017. p. 125-136 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10331 LNAI).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Johnson, A, Guerrero, TA, Tighe, EL & McNamara, D 2017, iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension. in Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. vol. 10331 LNAI, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10331 LNAI, Springer Verlag, pp. 125-136, 18th International Conference on Artificial Intelligence in Education, AIED 2017, Wuhan, China, 6/28/17. https://doi.org/10.1007/978-3-319-61425-0_11
Johnson A, Guerrero TA, Tighe EL, McNamara D. iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension. In Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI. Springer Verlag. 2017. p. 125-136. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-319-61425-0_11
Johnson, Amy ; Guerrero, Tricia A. ; Tighe, Elizabeth L. ; McNamara, Danielle. / iSTART-ALL : Confronting adult low literacy with intelligent tutoring for reading comprehension. Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings. Vol. 10331 LNAI Springer Verlag, 2017. pp. 125-136 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).
@inproceedings{32deda9f061e428987deeb3f94ab0483,
title = "iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension",
abstract = "There is little empirical research available on the substantial problem of adult low literacy rates, and limited educational technologies are available to address distinct instructional needs of this population. This paper reports on development and testing of a version of Interactive Strategy Training for Active Reading and Thinking (iSTART) for Adult Literacy Learners (iSTART-ALL) We describe modifications of iSTART to accommodate adult literacy learners, including new practice modules (i.e., summarization, question asking), a new library of texts, and an interactive narrative for adult literacy learners to engage in extended practice of reading comprehension strategies. We report results of a study examining reactions to iSTART-ALL and performance data while engaging with the interactive narrative. The attitudinal study, conducted with 38 adult literacy learners, demonstrated generally positive reactions to the narrative. Results also revealed that task performance was strongly related to individual difference scores on reading comprehension assessments, and more so with higher-level comprehension skills than basic word-level skills, providing concurrent validity for the interactive narrative tasks.",
keywords = "Adult literacy, Intelligent tutoring systems, Interactive narrative, Literacy technology, Reading comprehension",
author = "Amy Johnson and Guerrero, {Tricia A.} and Tighe, {Elizabeth L.} and Danielle McNamara",
year = "2017",
doi = "10.1007/978-3-319-61425-0_11",
language = "English (US)",
isbn = "9783319614243",
volume = "10331 LNAI",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
publisher = "Springer Verlag",
pages = "125--136",
booktitle = "Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings",
address = "Germany",

}

TY - GEN

T1 - iSTART-ALL

T2 - Confronting adult low literacy with intelligent tutoring for reading comprehension

AU - Johnson, Amy

AU - Guerrero, Tricia A.

AU - Tighe, Elizabeth L.

AU - McNamara, Danielle

PY - 2017

Y1 - 2017

N2 - There is little empirical research available on the substantial problem of adult low literacy rates, and limited educational technologies are available to address distinct instructional needs of this population. This paper reports on development and testing of a version of Interactive Strategy Training for Active Reading and Thinking (iSTART) for Adult Literacy Learners (iSTART-ALL) We describe modifications of iSTART to accommodate adult literacy learners, including new practice modules (i.e., summarization, question asking), a new library of texts, and an interactive narrative for adult literacy learners to engage in extended practice of reading comprehension strategies. We report results of a study examining reactions to iSTART-ALL and performance data while engaging with the interactive narrative. The attitudinal study, conducted with 38 adult literacy learners, demonstrated generally positive reactions to the narrative. Results also revealed that task performance was strongly related to individual difference scores on reading comprehension assessments, and more so with higher-level comprehension skills than basic word-level skills, providing concurrent validity for the interactive narrative tasks.

AB - There is little empirical research available on the substantial problem of adult low literacy rates, and limited educational technologies are available to address distinct instructional needs of this population. This paper reports on development and testing of a version of Interactive Strategy Training for Active Reading and Thinking (iSTART) for Adult Literacy Learners (iSTART-ALL) We describe modifications of iSTART to accommodate adult literacy learners, including new practice modules (i.e., summarization, question asking), a new library of texts, and an interactive narrative for adult literacy learners to engage in extended practice of reading comprehension strategies. We report results of a study examining reactions to iSTART-ALL and performance data while engaging with the interactive narrative. The attitudinal study, conducted with 38 adult literacy learners, demonstrated generally positive reactions to the narrative. Results also revealed that task performance was strongly related to individual difference scores on reading comprehension assessments, and more so with higher-level comprehension skills than basic word-level skills, providing concurrent validity for the interactive narrative tasks.

KW - Adult literacy

KW - Intelligent tutoring systems

KW - Interactive narrative

KW - Literacy technology

KW - Reading comprehension

UR - http://www.scopus.com/inward/record.url?scp=85022208902&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85022208902&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-61425-0_11

DO - 10.1007/978-3-319-61425-0_11

M3 - Conference contribution

SN - 9783319614243

VL - 10331 LNAI

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 125

EP - 136

BT - Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings

PB - Springer Verlag

ER -