The efficacy of iSTART extended practice: Low ability students catch up

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 6095 LNCS, Issue PART 2, 2010, Pages 349-351

  Jackson, G Tanner ^a   Boonthum, Chutima ^b   McNamara, Danielle S ^a  

^a University of Memphis   (United States)

^b HAMPTON UNIVERSITY   (United States)

Author keywords

Intelligent Tutoring Systems; long term learning; reading comprehension

Indexed keywords

INTELLIGENT TUTORING SYSTEM; LONG-TERM EXPERIMENTS; LONG-TERM LEARNING; MAIN COMPONENT; READING COMPREHENSION;

COMPUTER AIDED INSTRUCTION; EDUCATION COMPUTING;

STUDENTS;

EID: 77955910344     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/978-3-642-13437-1_67     Document Type: Conference Paper

References (4)

1. O'Reilly, T., Best, R., McNamara, D.S.: Self-Explanation Reading Training: Effects for Low-Knowledge Readers. In: Forbus, K., Genter, D., Regier, T. (eds.) Proceedings of the Twenty-Sixth Annual Meeting of the Cognitive Science Society, pp. 1053-1058. Erlbaum, Mahwah (2004)
2. Magliano, J.P., Todaro, S., Millis, K.K., Wiemer-Hastings, K., Kim, H.J., McNamara, D.S.: Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training. Journal of Educational Computing Research 32, 185-208 (2004) (Pubitemid 41442195)
3. McNamara, D.S., Boonthum, C., Levinstein, I.B., Millis, K.: Evaluating Self-Explanations in iSTART: Comparing Word-Based and LSA Algorithms. In: Landauer, T., McNamara, D.S., Dennis, S., Kintsch, W. (eds.) Handbook of Latent Semantic Analysis, pp. 227-241. Erlbaum, Mahwah (2007)
4. Jackson, G.T., Guess, R.H., McNamara, D.S.: Assessing cognitively complex strategy use in an untrained domain. In: Taatgen, N.A., van Rijn, H., Schomaker, L., Nerbonne, J. (eds.) Proceedings of the Thirty First Annual Meeting of the Cognitive Science Society, pp. 2164-2169. Cognitive Science Society, Amsterdam (2009)