Boulder Language Technologies Inc.

Many students in the United States are not proficient in science and do not demonstrate competence in challenging science content. Many schools and districts are moving toward inquiry-based science curricula that allow students the opportunity to use inquiry, experimentation, and analysis to actively construct ideas. However, even with inquiry-based science curricula, there are students who do not master science content. The current project will test the efficacy of a computer-based intellig...

Self-explanation has been shown repeatedly to be a key, contributing factor in deep learning of curriculum material. Research on tutoring benefits suggests that modeling good question asking and reasoning skills encourages deeper student comprehension, yet much of classroom instruction continues to use a teacher-led, didactic approach. This project will develop and pilot test a computer-based system and instructional method for simultaneously engaging all classroom students in self-explanati...

In the 2002 National Assessment of Educational Progress (NAEP), only 2 percent of U.S. students attained advanced levels of mathematics or science achievement by grade 12 (EdWeb, 2005). A significant factor contributing to this poor performance is the inability of students to understand and learn from science text. While many students may appear to learn to read and understand text by third grade, evidence shows that as texts become more challenging in fourth grade, many students cannot rea...