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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 Luckin
Two 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 Reading

ISSN

0141-0423

Publisher

WILEY

Issue

1

Volume

32

Page range

109-125

Department affiliated with

  • Psychology Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2012-02-06

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    University of Sussex (Publications)

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