TY - GEN
T1 - iSTART-ALL
T2 - 18th International Conference on Artificial Intelligence in Education, AIED 2017
AU - Johnson, Amy
AU - Guerrero, Tricia A.
AU - Tighe, Elizabeth L.
AU - McNamara, Danielle
N1 - Funding Information:
The authors would like to recognize support of the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130124, and the Office of Naval Research, through Grants N00014140343 and N00014172300, to Arizona State University. The opinions expressed are those of the authors and do not represent views of the Institute, the U.S. Department of Education, or the Office of Naval Research.
Publisher Copyright:
© Springer International Publishing AG 2017.
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
AN - SCOPUS:85022208902
SN - 9783319614243
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
A2 - Andre, Elisabeth
A2 - Hu, Xiangen
A2 - Rodrigo, Ma. Mercedes T.
A2 - du Boulay, Benedict
A2 - Baker, Ryan
PB - Springer Verlag
Y2 - 28 June 2017 through 1 July 2017
ER -