Effects of structure strategy instruction delivered to fifth-grade children using the internet with and without the aid of older adult tutors

Journal of Educational Psychology

Volumn 94, Issue 3, 2002, Pages 486-519

  Meyer, Bonnie J F ^a   Middlemiss, Wendy ^b   Theodorou, Elena ^a   Brezinski, Kristen L ^a   McDougall, Janet ^a   Bartlett, Brendan J ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c GRIFFITH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036742671     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.94.3.486     Document Type: Article

References (54)

1. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of Learning Sciences, 4, 167-207.
2. Bartlett, B. J. (1978). Top-level structure as an organizational strategy for recall of classroom text. Unpublished doctoral dissertation, Arizona State University, Tempe.
3. Borgatta, E. F., & Corsini, R. J. (1964). Manual for the Quick Word Test. New York: Harcourt, Brace, and World.
4. Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Education outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237-248.
5. Cook, L. K., & Mayer, R. E. (1988). Teaching readers about the structure of scientific text. Journal of Educational Psychology, 80, 448-456.
6. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
7. Davis, B., & Rodgers, M. (1986). Generation celebration program: Leader's manual. University Park, PA: Penn State University Cooperative Extension.
8. Davis, F. B. (1944). Fundamental factors in reading. Psychometrika, 9, 185-197.
9. Davis, F. B., & Davis, C. C. (1957). Davis Reading Test. New York: The Psychological Corporation.
10. Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. Reading Teacher, 49, 518-533.
11. Gordon, C. J. (1990). Contexts for expository text structure use. Reading Research and Instruction, 29, 55-72.
12. Hammann, L. A., & Stevens, R. J. (2001, April). An investigation of instruction in summarizing and text structure for compare-contrast writing. Paper presented at the meeting of the American Educational Research Association, Seattle, WA.
13. Hartley, J. T. (1986). Reader and text variables as determinants of discourse memory in adulthood. Psychology and Aging, 1, 150-158.
14. Hartley, J. T. (1988). Aging and individual differences in discourse memory. In L. L. Light & D. M. Burke (Eds.), Language, memory, and aging (pp. 36-57). New York: Cambridge University Press.
15. Hoover, H. D., Hieronymus, A. N., Frisbie, D. A., & Dunbar, S. (1996). Iowa Tests of Basic Skills, Form M, Level 10. Itasas, IL: Riverside.
16. Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. C. (1997). At-risk readers and community volunteers: A 3-year perspective. Scientific Studies of Reading, 1, 277-300.
17. Johnson, M. M., Elsner, R. J., Poon, L. W., Meyer, B. J. F., Yang, B., Smith, G., et al. (1997). Building a model to test the capacity-speed hypotheses. In C. A. Noble & R. J. F. Elsner (Eds.), An odyssey in aging: Symposia from the 1997 Student Convention in Gerontology and Geriatrics (pp. 123-141). Athens: University of Georgia Gerontology Center.
18. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quarterly, 31, 268-289.
19. Krauss, I. K., & Hoyer, W. J. (1984). High technology and the older person: Age, sex and experience as moderators of attitudes towards computers. In P. K. Robinson, J. Livingston, & J. E. Birren (Eds.), Aging and technology (pp. 349-350). New York: Plenum.
20. Kulik, C. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An upgraded analysis. Computers in Human Behavior, 7, 75-94.
21. McKeon, C. A., & Burkey, L. C. (1999). A literature based e-mail collaborative. In E. G. Sturtevant & J. Dugan (Eds.), Literacy and community: The twentieth yearbook: A peer reviewed publication of the College Reading Association, 1998 (pp. 84-93). Carrollton, GA: College Reading Association.
22. Merrill, D. C., Reiser, B. J., Ranney, M., & Trafton, J. G. (1992). Effective tutoring techniques: A comparison of human tutors and intelligent tutoring systems. Journal of the Learning Sciences, 2, 277-305.
23. Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North-Holland.
24. Meyer, B. J. F. (1982). Reading research and the composition teacher: The importance of plans. College Composition and Communication, 33, 37-49.
25. Meyer, B. J. F. (1984). Text dimensions and cognitive processing. In H. Mandl, N. Stein, & T. Trabasso (Eds.), Learning and understanding texts (pp. 3-47). Hillsdale, NJ: Erlbaum.
26. Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. Black (Eds.), Analyzing and understanding expository text (pp. 11-64, 269-304). Hillsdale, NJ: Erlbaum.
27. Meyer, B. J. F. (1987). Reading comprehension and aging. In K. W. Schaie (Ed.), Annual review of gerontology and geriatrics (Vol. 7, pp. 93-115). New York: Springer.
28. Meyer, B. J. F. (1999). The importance of text structure in everyday reading. In A. Ram & K. Moorman (Eds.), Understanding language understanding: Computational models of reading (pp. 227-252). Cambridge, MA: MIT Press.
29. Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of the top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72-103.
30. Meyer, B. J. F., & Poon, L. W. (1997). Age differences in efficiency of reading comprehension from printed versus computer-displayed text. Educational Gerontology, 23, 789-807.
31. Meyer, B. J. F., & Poon, L. W. (2001). Effects of the structure strategy and signaling on recall of text. Journal of Educational Psychology, 93, 141-159.
32. Meyer, B. J. F., Poon, L. W., Theodorou, E., Talbot, A. P., & Brezinski, K. L. (2000, April). Effects of adapting reading instruction to the individual differences of older adults. Paper presented at the Cognitive Aging Conference, Atlanta, GA.
33. Meyer, B. J. F., & Rice, G. E. (1983). Learning and memory from text across the adult life span. In J. Fine & R. O. Freedle (Eds.), Developmental studies in discourse (pp. 291-306). Norwood, NJ: Ablex.
34. Meyer, B. J. F., & Talbot, A. P. (1998). Adult age differences in reading and remembering text and using this information to make decisions in everyday life. In M. C. Smith & T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology. The educational psychology series (pp. 179-199). Mahwah, NJ: Erlbaum.
35. Meyer, B. J. F., Talbot, A. P., Poon, L. W., & Johnson, M. M. (2001). Effects of structure strategy instruction on text recall of older African American adults. In J. L. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African American communities (pp. 233-263). Mahwah, NJ: Erlbaum.
36. Meyer, B. J. F., Young, C. J., & Bartlett, B. J. (1989). Memory improved: Reading and memory enhancement across the life span through strategic text structures. Hillsdale, NJ: Erlbaum.
37. National Educational Goals Panel. (1999). Reading achievement state by state, 1999. Washington, DC: U.S. Government Printing Office.
38. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development and U.S. Department of Education.
39. Newman, S., & Latimer, B. (1997). Senior citizen school volunteer program: Report on cumulative data 1988-1995. Pittsburgh, PA: Generations Together, University of Pittsburgh.
40. Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
41. Polley, R. R. (1994). Facilitating recall through awareness of text structure. Unpublished master's thesis, University of Kentucky, Lexington.
42. Pressley, M., & McCormick, C. B. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: Harper-Collins.
43. Raphael, T. E., & Kirschner, B. W. (1985). The effects of instruction in comparison/contrast text structure on sixth-grade students' reading comprehension and writing products (Research Series No. 161). East Lansing: Michigan State University, Institute for Research on Teaching.
44. Reaux, R. A., Ehrich, R. W., McCreary, F., Rowland, K., & Hood, S. (1998). PCs for families: A study of early intervention using networked computing in education. Journal of Educational Computing Research, 19, 383-410.
45. Schacter, J. (2000). Does individual tutoring produce optimal learning? American Educational Research Journal, 37, 801-829.
46. Schaie, K. W. (1996). Intellectual development in adulthood: The Seattle Longitudinal Study. New York: Cambridge University Press.
47. Schofield, J. W., Eurich-Fulcer, R., & Britt, C. L. (1994). Teachers, computer tutors, and teaching: The artificially intelligent tutor as an agent for classroom change. American Educational Research Journal, 31, 579-607.
48. Schooler, C. (1990). Psychosocial factors and effective cognitive functioning in adulthood. In J. E. Birren & K. Warner Schaie (Eds.), Handbook of the psychology of aging (pp. 347-358). San Diego, CA: Academic Press.
49. Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The Self-Efficacy Scale: Construction and Validation. Psychological Reports, 51, 663-671.
50. Slater, W. H., Graves, M. F., & Piche, G. L. (1985). Effects of structural organizers on ninth-grade students' comprehension and recall of four patterns of expository text. Reading Research Quarterly, 20, 189-201.
51. STAR Reading. (1998-2001). Understanding reliability and validity (Version 2.2). Wisconsin Rapids, WI: Advantage Learning Systems.
52. Voss, J. F., & Silfies, L. N. (1996). Learning from history text: The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14, 45-68.
53. Wechsler, D. (1981). WAIS-R Manual: Wechsler Adult Intelligence Scale-Revised. New York: The Psychological Corporation.
54. Wheeler, J. L., & Regian, J. W. (1999). The use of a cognitive tutoring system in the improvement of the abstract reasoning component of word problem solving. Computers in Human Behavior, 15, 243-254