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

Abstract

This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000-2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented.

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

“…This search did not yield any additional articles. Then, we conducted an ancestral search of related reviews (i.e., Boon et al, 2015;Ciullo, Lo, et al, 2016;Edmonds et al, 2009;Gersten et al, 2001;Hall, 2016;Jitendra et al, 2011;Joseph et al, 2016;Kim et al, 2012;Kuder, 2017;Lee & Tsai, 2017;Solis et al, 2012;Stevens et al, 2019;Swanson et al, 2014;ter Beek et al, 2018). The ancestral search yielded eight additional studies that met inclusion criteria.…”

Características de los ambientes de aprendizaje enriquecidos con TIC para la comprensión lectora en el ciclo de la Educación Básica

“…Con relación a la efectividad de los ambientes de aprendizaje enriquecidos con TIC para la comprensión lectora de textos expositivos, ter Beek et al (2018) afirman que muy a pesar de existir pocos estudios al respecto, los encontrados en la revisión sistemática realizada en los períodos 2000 a 2017, evidenciaron efecto positivo en los ambientes donde se utilizó el computador como andamiaje focalizado en los productos y procesos de aprendizaje con estrategias cognitivas, metacognitivas y motivacionales, caso de los resultados de investigación de Gegner et al (2009) quienes obtuvieron valores de tamaño de efecto significativo de d = .79 y d = .82.…”

Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

“…However, the studies in reading comprehension in computer environments are limited. Beek, Brummer, Donker and Opdenakker (2018) completed a review on reading comprehension studies conducted between 2000 and 2017. Their focus was on the studies related to the improvement of secondary school reading comprehension.…”