Does Providing Struggling Adolescent Readers With Computer-Based Peer Support Improve Their Understanding of Science Texts?

• In Event: Roundtable Session 37
  In Roundtable Session: Factors in Teaching and Learning Environments

Abstract

This paper describes an experiment in which 78 struggling sixth-grade readers were or were not provided with peer support for question asking during independent reading of computer-based science texts. Social support was delivered through embedded videos that featured same-age, similar-ability peers asking authentic questions about and displaying genuine interest in text content.

The study investigated to what extent providing such social support impacted participants’ motivation, depth of thinking, and reading comprehension.

Qualitative data on depth of thinking and comprehension are still being scored. However, analyses of available data indicate positive effects of social support on reading motivation. Additionally, results are stronger for less proficient readers, who are also more likely to report that peer models improved their interest and comprehension.

Author

• Kallen E. Tsikalas, Girl Scout Research Institute