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Computerized comprehension training for whom and under which conditions is it efficient?

The purpose of this study was to examine the differential impact of a computer-based comprehension training programme according to second graders' comprehender profiles. These profiles differed in the children's abilities to process three types of textual information: literal information, text-conne...

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Published in:Journal of Computer Assisted Learning Vol. 31; no. 2; pp. 162 - 176
Main Authors: Potocki, A., Ecalle, J., Magnan, A.
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Apr2015
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Apr2015
      vid: 31
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        101349269
        10.1111/jcal.12087
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        atl: Computerized comprehension training for whom and under which conditions is it efficient?
      aug:
        au:
          Potocki, A.
          Ecalle, J.
          Magnan, A.
        affil: Centre de Recherches sur la Cognition et l'Apprentissage, UMR 7295, University of Poitiers
      sug:
        subj:
          Achievement Tests
          Computer-Assisted Instruction
          Human
          Male
          Female
          Students, Elementary
          Child
          France
          Descriptive Statistics
          Data Analysis Software
          Task Performance and Analysis
          Pretest-Posttest Design
          Cluster Analysis
          Inferential Statistics
          Wilcoxon Signed Rank Test
          T-Tests
          Funding Source
          Questionnaires
          Child: 6-12 years
          Male
          Female
      ab: The purpose of this study was to examine the differential impact of a computer-based comprehension training programme according to second graders' comprehender profiles. These profiles differed in the children's abilities to process three types of textual information: literal information, text-connecting inferences and gap-filling inferences. The results showed that all the profiles improved significantly after the training on the question type that had caused them the greatest amount of difficulty on the pretest. In addition, factors that could a priori predict the effectiveness of the programme were investigated by comparing children who benefited from the instruction (responders) with those who did not benefit (nonresponders). Before instruction, these children differed in their lexical knowledge level and logical reasoning skills, but not in their memory or comprehension-monitoring abilities. The results support the claim that children with comprehension difficulties form a heterogeneous group and emphasize the need to examine the differential impact of comprehension instruction according to the characteristics of poor comprehenders.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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