Improving Reading Comprehension in Spanish Using iSTART-E: A Pilot Study

• Published in: International journal of computer-assisted language learning and teaching Vol. 10; no. 4; pp. 66 - 82
• Main Authors: McNamara, Danielle S, McCarthy, Kathryn S, Soto, Christian Marcelo, Gutierrez de Blume, Antonio P, Palma, Diego, González, Jordan Ignacio
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.10.2020
• Subjects: Artificial intelligence; Blended Learning; CAI; Computational linguistics; Computer Assisted Instruction; Educational technology; Foreign Countries; High School Students; Instructional Effectiveness; Intelligent Tutoring Systems; Language processing; Learning environment; Natural language interfaces; Reading ability; Reading Comprehension; Reading Instruction; Reading Motivation; Reading Skills; Reading Strategies; Reading Tests; Secondary school students; Spanish; Spanish language; Spanish Speaking; Standardized Tests; Student Attitudes; Students; Teaching Methods; Training; Tutoring; Video Technology; Chile; Spain
• ISSN: 2155-7098; 2155-7101
• DOI: 10.4018/IJCALLT.2020100105

iSTART-E is a web-based intelligent tutor developed for Spanish-speaking students to improve their reading comprehension through self-explanation strategy training. This study examined the effects of a blended comprehension strategy intervention on students' reading comprehension skill. Chilean high school students (N = 22) completed nine iSTART-E sessions and a face-to-face classroom lesson that included integrative video and additional examples of self-explanation. Survey data indicated that students thought that iSTART-E was useful and that they had improved their reading skills. Critically, this was supported by objective assessment—students' standardized reading comprehension test (Lectum) performance improved from pre-training to post-training. These findings demonstrate promise for the use of iSTART-E as a computer-supported learning environment for Spanish readers.