Reading to Learn: Text-Reader Interactions Using Supported Etext
Bridget Dalton & Annemarie S. Palincsar
PublisherSpringer Publishing
Date2013
Abstract
The authors describe the empirical and theoretical roots of the Reading to Learn program of research conducted by CAST and the University of Michigan, 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. The authors critique the methods used in the intervention study and propose further research suggested by its findings.
Cite As
Dalton, B. & Palincsar, A. (2013). Investigating text-reader interactions in the context of supported etext. In R. Azevedo & V. Aleven (Eds.). International handbook of metacognition and learning technologies (533-544). New York: Springer. DOI: 10.1007/978-1-4419-5546-3_34