Supporting secondary school students' reading comprehension in computer environments: A systematic review.
Abstract: This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervent...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 557 - 567 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662431&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662431 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662431 131662431 131662431 10.1111/jcal.12260 131662431 ppf: 557 ppct: 10 formats: tig: atl: Supporting secondary school students' reading comprehension in computer environments: A systematic review. aug: au: ter Beek, Marlies Brummer, Leonie Donker, Anouk S. Opdenakker, Marie‐Christine J. L. affil: Groningen Institute for Educational Research, University of Groningen, The Netherlands sug: subj: Students, High School Netherlands Reading Netherlands Computer-Assisted Instruction Netherlands Netherlands Human Systematic Review ERIC Database Psycinfo Coding Cognition Funding Source ab: Abstract: This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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