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25.022 - Improving Literacy Through Digital Scaffolding
Sat, April 6, 8:00 to 9:30am, Sheraton Centre Toronto Hotel, Floor: Mezzanine, Birchwood BallroomSession Type: Symposium
Abstract
Lessons learned from three major interventions providing theoretically-motivated scaffolding for digital reading among elementary and middle school students form the basis of this symposium. An IES-funded efficacy trial of visual-syntactic text formatting classes found a positive effect on seventh and eighth-grade students’ annual state assessment ELA and writing scores. An IES-funded DBIR of a “Word Knowledge e-book” targeted elementary students’ comprehension monitoring skills and word knowledge. Finally, a summer digital reading intervention funded by the China National Science Foundation incorporated social features to allow students to read in a virtual community with their teachers and classmates. Taken together, the three papers deepen our understanding of the affordance of digital reading for improving literacy processes and outcomes for diverse K-8 learners.
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Chair
Papers
Visual Syntactic Text Formatting: Influences on Teacher Practices, Student Achievement, and Student Engagement - Penelope Collins, University of California - Irvine; Tamara Powell Tate, University of California - Irvine; Ying Xu, University of California - Irvine; Jenell Krishnan, University of California - Irvine; Yenda Prado, University of California - Irvine; Joanna C. Yau, University of California - Irvine; George Farkas, University of California - Irvine; Mark Warschauer, University of California - Irvine
Opening the Black Box: Log Analyses of E-Book Engagement and Vocabulary Growth - Osman Umarji, University of California - Irvine; Ying Xu, University of California - Irvine; Elham Zargar, University of California - Irvine; Renzhe Yu; Moshe Yang; Stephanie Day; Carol M. Connor, University of California - Irvine
Reading in a Community: How Social Affordances of an eBook Platform Motivate Children to Read - Ying Xu, University of California - Irvine; Dongqing Wang; Joanna C. Yau, University of California - Irvine; Hou Han; Mark Warschauer, University of California - Irvine