Investigating Text–Reader Interactions in the Context of Supported etext
We describe the empirical and theoretical roots of the Reading to Learn program of research, which was designed to investigate the metacognition and learning of upper elementary students in supportive etext environments. The results of study one, a think-aloud study in which children responded to narrative and informational texts, were used to inform the design of supports that were investigated in study two. Study two was an intervention study in which children read and responded to one of three etext versions: A static version, an interactive diagram version in which students could animate the graphic that corresponded with information presented in the prose and could manipulate the diagrams to explore ideas that were presented in the prose, or an interactive diagram/coaching version, which included two animated pedagogical agents, who provided both procedural and conceptual support. We critique the methods used in the intervention study and propose further research suggested by its findings.
KeywordsWord Recognition Reading Comprehension Situation Model Vocabulary Knowledge Pedagogical Agent
The research reported here was funded by a grant from the Institute of Education Sciences, US Department of Education to CAST, Inc (Co-Principal Investigators B. Dalton, CAST, and A.S. Palincsar, University of Michigan). The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education. The authors thank our research teams, especially S.J. Magnusson, Susanna Hapgood, Nancy DeFrance, Patrick Proctor, Debi Khasnabis, Ge Vue, Kristin Robinson, and E. Mo. We also thank the administrators, teachers, and, especially, the children who have contributed to this work. Finally, we thank the editors for their helpful feedback and their inexhaustible patience.
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