Literaturnachweis - Detailanzeige
Autor/inn/en | Hollander, John; Sabatini, John; Graesser, Art; Greenberg, Daphne; O'Reilly, Tenaha; Frijters, Jan |
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Titel | Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy |
Quelle | In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 4-5, S.397-409 (13 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Hollander, John) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0163-853X |
DOI | 10.1080/0163853X.2023.2203543 |
Schlagwörter | Adult Literacy; Adult Education; Adult Students; Student Characteristics; Intelligent Tutoring Systems; Reading Skills; Achievement Gains; Word Recognition; Decoding (Reading); Blended Learning; Reading Comprehension; Foreign Countries; Vocabulary; Morphology (Languages); Language Processing; Intervention; United States; Canada Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Intelligentes Tutorsystem; Reading skill; Lesefertigkeit; Achievement gain; Leistungssteigerung; Worterkennung; Dekodierung; Leseverstehen; Ausland; Wortschatz; Morphology; Morphologie; Sprachverarbeitung; USA; Kanada |
Abstract | Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and post-difference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult comprehension-focused intelligent tutoring system. By characterizing learners during instruction, we examined differential gains in foundational reading skills. Most learners made gains in reading skills above the word recognition and decoding level; readers who were classified as "conscientious" (who performed slowly but accurately) tended to make the most substantial gains. We conclude that this hybrid instructional program may be an effective educational environment for adult literacy and describe how characterizing learners via integrating assessments into adaptive instructional practice may improve efficiency and effectiveness. [For the corresponding grantee submission, see ED628313.] (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |