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Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study
ARTICLE

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Computers & Education Volume 63, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study examines the effects of a new CAI program designed to remediate text comprehension difficulties in less skilled comprehenders at the beginning of learning to read. In a randomized control trial design, two groups of second grade children experiencing comprehension difficulties were selected and trained using two CAI programs. One of these was designed to assist comprehension processes (experimental group) whereas the other encouraged word decoding (control group). Four tasks were administered using a classical pre-test/training/post-test design: listening comprehension, reading comprehension, vocabulary and comprehension monitoring. In addition, two post-test sessions were conducted: one just after the training and one 11 months later. The experimental group exhibited a greater level of progress in both listening and reading comprehension, with notable lasting effects. In contrast, the results relating to the vocabulary and comprehension monitoring tasks were more mixed. The results are discussed in the light of the possible use of CAI when training higher-level skills such as text comprehension.

Citation

Potocki, A., Ecalle, J. & Magnan, A. (2013). Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers & Education, 63(1), 131-140. Elsevier Ltd. Retrieved February 27, 2021 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.12.011

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