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Supporting Social Studies Reading Comprehension with an Electronic Pop-Up Dictionary
ARTICLE

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Journal of Research on Technology in Education Volume 40, Number 2, ISSN 1539-1523

Abstract

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.)

Citation

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. Retrieved December 11, 2019 from .

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