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Technology, Knowledge and Learning

Erschienen in:

14.12.2023 | Original research

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

verfasst von: Herb Turner, Annette Turner

Erschienen in: Technology, Knowledge and Learning | Ausgabe 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.

Vorheriger Artikel An Analysis of Comprehension Strategies and Visuals Within Grade 6–8 Science Textbooks in the United States

Nächster Artikel The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review

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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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Titel: Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation
verfasst von: Herb Turner
Annette Turner
Publikationsdatum: 14.12.2023
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 3/2024
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-023-09708-z

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