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Danielle S Mcnamara - One of the best experts on this subject based on the ideXlab platform.
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self explanation and Reading Strategy training sert improves low knowledge students science course performance
Discourse Processes, 2017Co-Authors: Danielle S McnamaraAbstract:ABSTRACTThis study demonstrates the generalization of previous laboratory results showing the benefits of Self-Explanation Reading Training (SERT) to college students’ course exam performance. The participants were 265 students enrolled in an Introductory Biology course, 59 of whom were provided with SERT. The results showed that SERT benefited students who began the course with less knowledge about science but did not benefit students with greater prior science knowledge. Moreover, across the three exams in the course, low-knowledge students who received SERT performed as well as high-knowledge students, whereas low-knowledge students without SERT performed more poorly than high-knowledge students. Hence, instruction on how to self-explain and use comprehension strategies allowed low-knowledge students to overcome their knowledge deficits. These results provide further evidence that self-explanation in combination with instruction and practice using comprehension strategies helps students to more effecti...
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game based practice in a Reading Strategy tutoring system showdown in istart me
2012Co-Authors: Tanner G Jackson, Kyle B Dempsey, Danielle S McnamaraAbstract:Many contend that the future of affordable, high-quality education lies in harnessing the potential of computer technologies. While implementing computer technologies in schools has had both failings and challenges (Dynarski et al., 2007), significant progress in the quality of education to some extent depends on our ability to leverage the many advantages of computer technologies. Computer technologies enable adaptive, one-on-one tutoring to virtually all students in the classroom. The most common goal of these one-on-one intelligent tutoring systems (ITSs) is to produce learning gains. Two of the most common areas of learning address content within specific domains (e.g., physics) or cognitive skill acquisition (e.g., strategies to improve Reading comprehension). Both types of learning are often characterized by exposure to declarative information and subsequent interaction with the material (Anderson, 1982). However, acquiring a new skill usually requires a significant commitment to continued practice and application. Skills are often developed and improved with practice over an extended period of time (Newell & Rosenbloom, 1981).
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the neural correlates of strategic Reading comprehension cognitive control and discourse comprehension
NeuroImage, 2011Co-Authors: Jarrod Moss, Christian D. Schunn, Danielle S Mcnamara, Walter Schneider, Kurt VanlehnAbstract:Neuroimaging studies of text comprehension conducted thus far have shed little light on the brain mechanisms underlying strategic learning from text. Thus, the present study was designed to answer the question of what brain areas are active during performance of complex Reading strategies. Reading comprehension strategies are designed to improve a reader's comprehension of a text. For example, self-explanation is a complex Reading Strategy that enhances existing comprehension processes. It was hypothesized that Reading strategies would involve areas of the brain that are normally involved in Reading comprehension along with areas that are involved in strategic control processes because the readers are intentionally using a complex Reading Strategy. Subjects were asked to reread, paraphrase, and self-explain three different texts in a block design fMRI study. Activation was found in both executive control and comprehension areas, and furthermore, learning from text was associated with activation in the anterior prefrontal cortex (aPFC). The authors speculate that the aPFC may play a role in coordinating the internal and external modes of thought that are necessary for integrating new knowledge from texts with prior knowledge.
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the impact of science knowledge Reading skill and Reading Strategy knowledge on more traditional high stakes measures of high school students science achievement
American Educational Research Journal, 2007Co-Authors: Tenaha Oreilly, Danielle S McnamaraAbstract:This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, Reading skill, and Reading Strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.
Mariska Okkinga - One of the best experts on this subject based on the ideXlab platform.
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Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis
Educational Psychology Review, 2018Co-Authors: Mariska Okkinga, Roel Steensel, Amos J. S. Gelderen, Erik Schooten, Peter J. C. Sleegers, Lidia R. ArendsAbstract:Research has demonstrated that in controlled experiments in which small groups are being tutored by researchers, Reading-Strategy instruction is highly effective in fostering Reading comprehension (Palincsar & Brown, Cognition and Instruction, 1 (2), 117–175, 1984 ). It is unclear, however, whether Reading-Strategy interventions are equally effective in whole-classroom situations in which the teacher is the sole instructor for the whole class. This meta-analysis focuses on the effects of Reading-Strategy interventions in whole-classroom settings. Results of studies on the effectiveness of Reading-Strategy interventions in whole-classroom settings were summarized ( N _studies = 52, K = 125) to determine the overall effects on Reading comprehension and strategic ability. In addition, moderator effects of intervention, study, and student characteristics were explored. The analysis demonstrated a very small effect on Reading comprehension (Cohen’s d = .186) for standardized tests and a small effect (Cohen’s d = .431) on researcher-developed Reading comprehension tests. A medium overall effect was found for strategic ability (Cohen’s d = .786). Intervention effects tended to be lower for studies that did not control for the hierarchical structure of the data (i.e. multilevel analyses).For interventions in which “setting Reading goals” was part of the Reading-Strategy package, effects tended to be larger. In addition, effects were larger for interventions in which the trainer was the researcher as opposed to teachers and effect sizes tended to be larger for studies conducted in grades 6–8. Implications of these findings for future research and educational practice are discussed.
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Teaching Reading strategies in classrooms: does it work?
1Co-Authors: Mariska OkkingaAbstract:Reading comprehension is a necessary skill in today’s knowledge-based economy. However, many children and adolescents have trouble understanding the meaning of texts, which may hinder their school careers and future professions. Since the 1980’s, Reading programs have focused on teaching Reading strategies in order to foster Reading comprehension. Most of this research was done with small tutoring groups with researchers as instructors. However, there are indications that the approach to instructing Reading strategies is not always successful in improving Reading comprehension in whole-classroom settings with teachers as instructors of Reading strategies. The general aim of this dissertation is to gain further insight into how teaching Reading strategies to students in whole-classroom settings promotes Reading comprehension. The dissertation consists of the results of an experimental study directed at testing the effects of a popular Dutch program for teaching Reading strategies called ‘Nieuwsbegrip’ in the context of low-achieving adolescent students. The main goal of this study was to find evidence whether the principles used in that program work in the context of whole-classroom instruction for these low-achieving students. In addition, the results of the experimental study triggered a separate meta-analysis of studies for the effects of interventions in Reading Strategy instruction specifically taking place in whole-classroom contexts. Overall, the results suggest that Reading-Strategy programs can be beneficial in whole –classroom settings for low-achieving adolescents to improve Reading comprehension. But, attention for implementation quality is crucial to create the best circumstances in which such programs can thrive. For schools to implement Reading-Strategy programmes such as ‘Nieuwsbegrip’ it is beneficial to invest in teacher training, specifically focused on knowledge of the nature and characteristics of Reading comprehension processes, how to diagnose the Reading problems of their students, and how to instruct Reading strategies and guide group work in whole-classroom settings.
Tenaha Oreilly - One of the best experts on this subject based on the ideXlab platform.
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the impact of science knowledge Reading skill and Reading Strategy knowledge on more traditional high stakes measures of high school students science achievement
American Educational Research Journal, 2007Co-Authors: Tenaha Oreilly, Danielle S McnamaraAbstract:This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, Reading skill, and Reading Strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.
Homer W Austin - One of the best experts on this subject based on the ideXlab platform.
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students comprehension of science textbooks using a question based Reading Strategy
Journal of Research in Science Teaching, 2010Co-Authors: Betty Lou Smith, William G Holliday, Homer W AustinAbstract:Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a Reading comprehension questioning Strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while Reading text materials. The theory suggests that the Strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on Reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n = 294) in this study were randomly assigned to either a questioning Strategy treatment or a reReading placebo-control. While Reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question Strategy treatment over the placebo-control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 363–379, 2010
Lidia R. Arends - One of the best experts on this subject based on the ideXlab platform.
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Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis
Educational Psychology Review, 2018Co-Authors: Mariska Okkinga, Roel Steensel, Amos J. S. Gelderen, Erik Schooten, Peter J. C. Sleegers, Lidia R. ArendsAbstract:Research has demonstrated that in controlled experiments in which small groups are being tutored by researchers, Reading-Strategy instruction is highly effective in fostering Reading comprehension (Palincsar & Brown, Cognition and Instruction, 1 (2), 117–175, 1984 ). It is unclear, however, whether Reading-Strategy interventions are equally effective in whole-classroom situations in which the teacher is the sole instructor for the whole class. This meta-analysis focuses on the effects of Reading-Strategy interventions in whole-classroom settings. Results of studies on the effectiveness of Reading-Strategy interventions in whole-classroom settings were summarized ( N _studies = 52, K = 125) to determine the overall effects on Reading comprehension and strategic ability. In addition, moderator effects of intervention, study, and student characteristics were explored. The analysis demonstrated a very small effect on Reading comprehension (Cohen’s d = .186) for standardized tests and a small effect (Cohen’s d = .431) on researcher-developed Reading comprehension tests. A medium overall effect was found for strategic ability (Cohen’s d = .786). Intervention effects tended to be lower for studies that did not control for the hierarchical structure of the data (i.e. multilevel analyses).For interventions in which “setting Reading goals” was part of the Reading-Strategy package, effects tended to be larger. In addition, effects were larger for interventions in which the trainer was the researcher as opposed to teachers and effect sizes tended to be larger for studies conducted in grades 6–8. Implications of these findings for future research and educational practice are discussed.
