Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book
Carol McDonald Connor, Stephanie L. Day, Elham Zargar, Taffeta S. Wood, Karen S. Taylor, Masha R. Jones, Jin Kyoung Hwang
Computers & Education Volume 128, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (
Connor, C.M., Day, S.L., Zargar, E., Wood, T.S., Taylor, K.S., Jones, M.R. & Hwang, J.K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128(1), 284-311. Elsevier Ltd.