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Technology, Knowledge and Learning

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14-12-2023 | Original research

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Authors: Herb Turner, Annette Turner

Published in: Technology, Knowledge and Learning | Issue 3/2024

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Abstract

Reading comprehension is among the most challenging and complex skills to teach and research. Doing both well is critical to improving the reading comprehension proficiency of 67% of grade 4 students in U.S. public schools who scored below basic on the 2022 National Assessment of Educational Progress. This Chapter presents Knowledge Acquisition and Transformation (KAT) as a model of an evidence-based technology reading comprehension intervention. With a decade-long history of intervention design, development, and evaluation, KAT has caused positive, meaningful, and statistically significant effects on upper elementary students’ reading comprehension. KAT developers accomplished this by integrating theory, practice, technology, and evidence while progressing through iterative cycles of intervention development and evaluation.

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[2]The RCT for grades 4 and 5 met standards without reservations but the RCT for grades 7 met standards with reservations.

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Title: Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation
Authors: Herb Turner
Annette Turner
Publication date: 14-12-2023
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2024
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-023-09708-z

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Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

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Other articles of this Issue 3/2024

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Impact of Embedded Learning Strategy Activities: Student Engagement and Performance

Instructional Support for Visual Displays: An Updated Literature Review

A Road Less Traveled for Designing Rigorous Studies to Identify Effective Technology-Based Reading Interventions

An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5

First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design

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Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

The Contribution of FLIGBY to the Entrepreneurial Learning Outcomes

Impact of Embedded Learning Strategy Activities: Student Engagement and Performance

Instructional Support for Visual Displays: An Updated Literature Review

A Road Less Traveled for Designing Rigorous Studies to Identify Effective Technology-Based Reading Interventions

An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5

First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design