Improving Reading Comprehension in Spanish Using iSTART-E: A Pilot Study

Kathryn S. McCarthy, Christian Marcelo Soto, Antonio P. Gutierrez de Blume, Diego Palma, Jordan Ignacio González and Danielle S. McNamara
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Kathryn S. McCarthy: Georgia State University, USA
Christian Marcelo Soto: Universidad de Concepcion, Chile
Antonio P. Gutierrez de Blume: Georgia Southern University, USA
Diego Palma: Universidad de Concepcion, Chile
Jordan Ignacio González: Universidad de Concepción, Chile
Danielle S. McNamara: Arizona State University, USA

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2020, vol. 10, issue 4, 66-82

Abstract: iSTART-E is a web-based intelligent tutor developed for Spanish-speaking students to improve their reading comprehension through self-explanation strategy training. This study examined the effects of a blended comprehension strategy intervention on students' reading comprehension skill. Chilean high school students (N = 22) completed nine iSTART-E sessions and a face-to-face classroom lesson that included integrative video and additional examples of self-explanation. Survey data indicated that students thought that iSTART-E was useful and that they had improved their reading skills. Critically, this was supported by objective assessment—students' standardized reading comprehension test (Lectum) performance improved from pre-training to post-training. These findings demonstrate promise for the use of iSTART-E as a computer-supported learning environment for Spanish readers.

Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jcallt:v:10:y:2020:i:4:p:66-82

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