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ERIC Number: EJ826071
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1539-1523
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.)
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:; Web site:
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