Teaching Self-Regulation Strategies via an Intelligent Tutoring System (TuinLECweb): Effects for Low-Skilled Comprehenders

Autor/inn/en	Serrano, M.-Á.; Vidal-Abarca, E.; Ferrer, A.
Titel	Teaching Self-Regulation Strategies via an Intelligent Tutoring System (TuinLECweb): Effects for Low-Skilled Comprehenders
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 5, S.515-525 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Serrano, M.-Á.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12256
Schlagwörter	Metacognition; Teaching Methods; Learning Strategies; Intelligent Tutoring Systems; Accuracy; Reading Comprehension; Decision Making; Reading Instruction; Comparative Analysis; Instructional Effectiveness; Computer Assisted Instruction; Adolescents; Intervention; Early Adolescents; Reading Difficulties + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Intelligentes Tutorsystem; Leseverstehen; Decision-making; Entscheidungsfindung; Leseunterricht; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit
Abstract	The use of documents to perform tasks is a continuous task demand in the current knowledge-based society that involves making a series of decisions to self-regulate the use of text information. Low-skilled comprehenders have serious problems monitoring and self-regulating their decisions in these task-oriented reading situations, which has a negative impact on performance and merits instructional interventions in school settings. Intelligent tutoring systems have emerged as effective tools to teach strategic skills. Herein, we present TuinLECweb, an intelligent tutoring system that teaches monitoring and self-regulation strategies to young adolescents. Study 1 explores whether high-skilled and low-skilled comprehenders respond to the intervention with TuinLECweb differently in terms of task-oriented reading performance and monitoring accuracy of nonsearch decisions. The results show that the intervention with TuinLECweb primarily benefits low-skilled comprehenders. Study 2 compares the efficacy of TuinLECweb over a classroom intervention for low-skilled comprehenders. The results reveal that TuinLECweb training improves monitoring accuracy of nonsearch decisions over and above classroom instruction. Both studies also reveal that low-skilled comprehenders use the strategies learned beyond the time of training. Our results provide arguments in favour of using computer-assisted programs in strategy instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01