ERIC Number: EJ826071
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: N/A
Supporting Social Studies Reading Comprehension with an Electronic Pop-Up Dictionary
Fry, Sara Winstead; Gosky, Ross
Journal of Research on Technology in Education, v40 n2 p127-139 Win 2007-2008
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.)
Descriptors: Middle School Students, Reading Comprehension, Social Studies, Dictionaries, Computer Uses in Education, Intervention, Educational Technology, Program Effectiveness, Scores, English (Second Language), Rural Schools, Teaching Methods
International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A