Supporting Social Studies Reading Comprehension with an Electronic Pop-Up Dictionary
Journal of Research on Technology in Education Volume 40, Number 2, ISSN 1539-1523
This study investigated how middle school students' comprehension was impacted by reading social studies texts online with a pop-up dictionary function for every word in the text. A quantitative counterbalance design was used to determine how 129 middle school students' reading comprehension test scores for the pop-up dictionary reading differed from test scores for reading hard-copy texts or an online text without the dictionary. The pop-up dictionary reading was shown to be a statistically effective method for improving student test scores. The results suggest pop-up dictionaries may provide a helpful intervention for increasing middle-level learners' reading comprehension. (Contains 2 tables.)
Fry, S.W. & Gosky, R. (2008). Supporting Social Studies Reading Comprehension with an Electronic Pop-Up Dictionary. Journal of Research on Technology in Education, 40(2), 127-139.
Cited ByView References & Citations Map
The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article
Ngozi IYARE, Julia James & Tom Amonde
Journal of Information Technology Education: Research Vol. 17, No. 1 (Jan 08, 2018) pp. 227–246
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.