Individualizing a Web-Based Structure Strategy Intervention for Fifth Graders' Comprehension of Nonfiction

Bonnie J.F. Meyer, Kausalai K. Wijekumar, Yu Chu Lin

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students in the individualized condition made greater improvements from pretest to posttest on a standardized reading comprehension test (d = 0.55) than did students in the standard condition (d = 0.30). Students receiving more individualized instruction demonstrated higher mastery achievement goals when working in the lessons than did students receiving the standard instruction (d = 0.53). Students receiving more individualized instruction showed greater improvement in using signaling, better work in lessons, and more positive posttest attitudes toward computers than did students receiving standard instruction. Students in both conditions improved their recall of ideas from texts and their use of the text structure strategy and comparison signaling words.

Original languageEnglish (US)
Pages (from-to)140-168
Number of pages29
JournalJournal of Educational Psychology
Volume103
Issue number1
DOIs
StatePublished - Feb 24 2011

Fingerprint

intervention strategy
comprehension
Students
instruction
student
Reading
individualization

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{ef163f10362e4cebbbe24666a2c064ac,
title = "Individualizing a Web-Based Structure Strategy Intervention for Fifth Graders' Comprehension of Nonfiction",
abstract = "In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students in the individualized condition made greater improvements from pretest to posttest on a standardized reading comprehension test (d = 0.55) than did students in the standard condition (d = 0.30). Students receiving more individualized instruction demonstrated higher mastery achievement goals when working in the lessons than did students receiving the standard instruction (d = 0.53). Students receiving more individualized instruction showed greater improvement in using signaling, better work in lessons, and more positive posttest attitudes toward computers than did students receiving standard instruction. Students in both conditions improved their recall of ideas from texts and their use of the text structure strategy and comparison signaling words.",
author = "Meyer, {Bonnie J.F.} and Wijekumar, {Kausalai K.} and Lin, {Yu Chu}",
year = "2011",
month = "2",
day = "24",
doi = "10.1037/a0021606",
language = "English (US)",
volume = "103",
pages = "140--168",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "1",

}

Individualizing a Web-Based Structure Strategy Intervention for Fifth Graders' Comprehension of Nonfiction. / Meyer, Bonnie J.F.; Wijekumar, Kausalai K.; Lin, Yu Chu.

In: Journal of Educational Psychology, Vol. 103, No. 1, 24.02.2011, p. 140-168.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Individualizing a Web-Based Structure Strategy Intervention for Fifth Graders' Comprehension of Nonfiction

AU - Meyer, Bonnie J.F.

AU - Wijekumar, Kausalai K.

AU - Lin, Yu Chu

PY - 2011/2/24

Y1 - 2011/2/24

N2 - In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students in the individualized condition made greater improvements from pretest to posttest on a standardized reading comprehension test (d = 0.55) than did students in the standard condition (d = 0.30). Students receiving more individualized instruction demonstrated higher mastery achievement goals when working in the lessons than did students receiving the standard instruction (d = 0.53). Students receiving more individualized instruction showed greater improvement in using signaling, better work in lessons, and more positive posttest attitudes toward computers than did students receiving standard instruction. Students in both conditions improved their recall of ideas from texts and their use of the text structure strategy and comparison signaling words.

AB - In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students in the individualized condition made greater improvements from pretest to posttest on a standardized reading comprehension test (d = 0.55) than did students in the standard condition (d = 0.30). Students receiving more individualized instruction demonstrated higher mastery achievement goals when working in the lessons than did students receiving the standard instruction (d = 0.53). Students receiving more individualized instruction showed greater improvement in using signaling, better work in lessons, and more positive posttest attitudes toward computers than did students receiving standard instruction. Students in both conditions improved their recall of ideas from texts and their use of the text structure strategy and comparison signaling words.

UR - http://www.scopus.com/inward/record.url?scp=79951777781&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79951777781&partnerID=8YFLogxK

U2 - 10.1037/a0021606

DO - 10.1037/a0021606

M3 - Article

AN - SCOPUS:79951777781

VL - 103

SP - 140

EP - 168

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 1

ER -