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How technology for comprehension training can support conversation towards the joint construction of meaning
journal contribution
posted on 2023-06-07, 18:05 authored by Nicola YuillNicola Yuill, Darren Pearce, Lucinda Kerawalla, Amanda Harris, Rosemary LuckinTwo studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9-year-olds took a reading-specific multiple classification (RMC) pre-test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual-control or individual technology. Discussion produced more accurate post-test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9-year-olds were pre-tested on story recall and worked in pairs on a SCoSS-supported story construction task, requiring collaborative inference-making, hypothesis generation and selection. Post-test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.
History
Publication status
- Published
Journal
Journal of Research in ReadingISSN
0141-0423Publisher
WILEYExternal DOI
Issue
1Volume
32Page range
109-125Department affiliated with
- Psychology Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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