Poster #18 - The Promise of a Technology-Based Early Language Comprehension Intervention (TELCI) for Students With Comprehension Difficulties

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-2 - Reading, Literacy, and Language Supports for All

Abstract

The purpose of this study is to evaluate the promise of two different timings of questioning (online vs. offline) during a Technology-Based Early Language Comprehension Intervention (TELCI) in improving inference making skills of students with or at-risk language comprehension difficulties in Grades 1–2. Sixty-one low and average comprehenders completed 24 instructional video modules embedded in an intelligent tutoring system in one of two conditions (questioning online or during vs. offline or after the video). Results showed that students in both conditions improved inference making (proximal) and language comprehension skills (distal) from pre- to post- test. These findings suggest promising response to intervention across conditions for students identified as struggling comprehenders.

Authors

• Panayiota Kendeou, University of Minnesota

• Kristen L. McMaster, University of Minnesota

• Soo-hyun Im, Teachers College, Columbia University

• Susan Slater, University of Minnesota

• The TeLCI Team, University of Minnesota - Twin Cities