Using Latent Transition Model to Identify Effects of an Intelligent Tutoring System on Reading Comprehension

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-8 - Research in Reading and Literacy SIG V

Abstract

Structure strategy is one of the most efficient reading comprehension approaches. However, most studies used the traditional variable-centered analysis method, which can indicate the existence and size of intervention effects, but fails to profile which certain group of students may have more salient intervention effects than other groups. In this study, we employed a web-based intelligent tutoring system for structure strategy with the aim to improve reading comprehension and used Latent Transition Analysis (LTA) model (a person-centered model) to identify intervention effects. Our sample included 7969 students from grades 4, 5, 7 and 8. Latent Transition Model identifies two reading profiles, and suggests positive impacts of intervention on reading comprehension for 4th, 6th, and 8th graders.

Authors

• Xuejun Ryan Ji, The University of British Columbia

• Kausalai K. Wijekumar, Texas A&M University - College Station

• Bonnie J. F. Meyer, The Pennsylvania State University

• Pui-Wa Lei, The Pennsylvania State University

• R. Malatesha Joshi, Texas A&M University