Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports

Abstract

This article discusses a strand of research conducted by the Education Development Center, Inc. in collaboration with the National Center for Supported Electronic Text. The research investigated the use of an online vocabulary support tool, Visual Thesaurus, for middle school students with and without disabilities. Data were collected from 10 eighth grade inclusive classrooms using a randomized control trial to compare the impact of Visual Thesaurus and Merriam-Webster OnLine on vocabulary and content knowledge from two social studies textbook chapters. Data analysis revealed significant posttest gains for students in both conditions, but no significant difference between the two treatments. Discussion focuses on the need for online vocabulary support tools to align with student needs and teacher expectations.

Supporting secondary school students' reading comprehension in computer environments: A systematic review

“…Even when the content of the support was similar, such as the cognitive dictionary support in Clay et al (2009)…”

“…The studies by Clay et al (2009) and Fry and Gosky (2007) provided support to the students in the form of a digital dictionary.…”

“…Effect sizes were displayed in three studies, and in two studies, the effect sizes could be calculated based on mean pretest and posttest scores, standard deviations, and the number of participants (for Clay et al, 2009;Fry & Gosky, 2007). The partial eta-squared value (ƞ 2 = .01) in the article of Llorens et al (2016) was transformed to…”

“…of outcome measurement. The coding was based on the information provided in the text or derived from screenshots included in the article that displayed the support that had been given.3 | RESULTS3.1 | Description of included papersAll five articles in the current review showed that reading comprehension can be digitally supported in different ways Clay, Zorfass, Brann, Kotula, and Smolkowski (2009). Due to the low number of included articles, all articles were collaboratively coded by three researchers.However, not every article reported the information needed for the review.…”

“…In total, three of the reviewed articles provided support with cognitive content, one article focused on metacognitive content, and one article combined cognitive, metacognitive, and motivational content in the digital support.The studies byClay et al (2009) andFry andGosky (2007) provided support to the students in the form of a digital dictionary.Because a dictionary is solely aimed at knowledge of word definitions and supports students' vocabulary, we considered this cognitive support, providing information about the contents rather than the reading practice Lenhard et al (2011). In total, three of the reviewed articles provided support with cognitive content, one article focused on metacognitive content, and one article combined cognitive, metacognitive, and motivational content in the digital support.The studies byClay et al (2009) andFry andGosky (2007) provided support to the students in the form of a digital dictionary.Because a dictionary is solely aimed at knowledge of word definitions and supports students' vocabulary, we considered this cognitive support, providing information about the contents rather than the reading practice Lenhard et al (2011).…”