Which Help Helps? Effects of Various Types of Help on Word Learning in an Automated Reading Tutor that Listens
Conference Paper, Proceedings of 11th Annual Meeting of the Society for the Scientific Study of Reading, June, 2004
Abstract
When a tutor gives help on a word during assisted oral reading, how does the type of help matter? We report an automated, within-subject, randomized-trial experiment embedded in Project LISTEN's Reading Tutor. Hundreds of children (mostly in grades 1-3) used the Reading Tutor in 2002-2003, reading millions of words and getting help on hundreds of thousands of them. The experimental variable was the type of help, selected randomly by the Reading Tutor whenever it gave help on a word. The outcome variable was student performance on the next encounter of the word. We compare effects of several types of help.
BibTeX
@conference{Mostow-2004-8964,author = {Jack Mostow and Joseph E. Beck and Cecily Heiner},
title = {Which Help Helps? Effects of Various Types of Help on Word Learning in an Automated Reading Tutor that Listens},
booktitle = {Proceedings of 11th Annual Meeting of the Society for the Scientific Study of Reading},
year = {2004},
month = {June},
}
Copyright notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. These works may not be reposted without the explicit permission of the copyright holder.