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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Intelligent Tutoring of the Structure Strategy Improves Reading Comprehension of Fifth and Seventh Grade Students

Bonnie J. F. Meyer, Pennsylvania State University
Kay Wijekumar, Pennsylvania State University
Wendy Middlemiss, Pennsylvania State University
Catherine Meier, Pennsylvania State University
Kelli Higley, Pennsylvania State University
James Spielvogel, Pennsylvania State University
Rayne A. Sperling, Pennsylvania State University

Abstract: We assessed the impact of using a web-based intelligent tutoring system (ITSS) to present the structure strategy tutoring for fifth and seventh grade students. We examined different feedback and motivation conditions in delivering ITSS with a 2X2 pretest post-test design: Intelligent Tutor Response Type (advanced, elaborated feedback versus simple feedback from the intelligent tutor) and Motivational Condition (system selected lesson plan & practice examples vs. system selected lesson plan with choice of practice examples). Students were stratified on proficiency of reading comprehension and then randomly assigned to the conditions (including conditions for counterbalanced testing materials over three time of testing). Both fifth and seventh grade students in all experimental conditions increased their use of the strategy, total and main idea recall, standardized reading comprehension test scores, and motivation for reading. Effects of the strategy instruction were apparent over three months after instruction. Effects of choice were apparent only within a formative evaluation lesson, but not overall. More elaborate, advanced feedback increased performance both in formative evaluation within the lessons and overall reading comprehension as measured by the Gray Silent Reading Test. The findings have implications for learning from computers and reading instruction.