Structured Abstract
Research design and methods
People and institutions involved
IES program contact(s)
Products and publications
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Book chapters
Dalton B., and Palincsar A.S. (2013). Investigating Text–Reader Interactions in the Context of Supported etext. International Handbook of Metacognition and Learning Technologies. New York, NY: Springer.
Supplemental information
Co-Principal Investigator(s): Palincsar, Annemarie
THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING
In summary, then, this research—on descriptive and two experimental studies—will be conducted with urban fourth-grade students using a computer-based learning environment with features such as text-to-speech decoding with synchronized highlighting of text and an embedded system of scaffolded cognitive prompts, hints, and modeling. This research will document the degree to which these embedded computer supports improve struggling readers' ability to acquire information from science texts. In addition, the research will provide basic information about how the comprehension of science texts occurs across a range of readers and the degree to which these computer supports aid readers of all skill levels. Building on the empirical evidence validating the use of computer supports, this research will be able to inform teachers as they instruct students in the process of reading science texts, textbook writers as they organize science textbooks, and web designers as they create multi-media websites.
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