Teaching Adolescent Students to Strategically Utilize Read-Aloud Technology in Science Class

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Social Emotional Learning and Student Motivation (Table 14)

Abstract

Adolescent students are expected to read and comprehend complex texts in order to learn content. Read-aloud technology, which is increasingly available in instructional contexts, has the potential to support students by allowing them to focus their cognitive energy on making meaning, thereby giving them the opportunity to develop their comprehension skills and improve learning outcomes. The purpose of this Design-Based Research study is to develop and evaluate resources, materials, and procedures to examine effects on reading comprehension, content learning, and motivation of adolescent readers in a middle school science class. In this work, qualitative and quantitative data will be collected.

Author

• Katherine A Blake, University of Tennessee
  Presenting Author