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dc.contributor.authorLin, Pei-Yi
dc.contributor.authorHong, Huang-Yao
dc.contributor.authorMa, Leanne
dc.identifier.citationLin, P., Hong, H., & Ma, L. (2019). Advancing Elementary Students’ Reading Comprehension Through Knowledge Building. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 632-635). Lyon, France: International Society of the Learning Sciences.en_US
dc.description.abstractThis study employs Knowledge Building pedagogy and Knowledge Forum technol- ogy to advance reading literacies in a third-grade elementary reading class in Taiwan. We hy- pothesized that sustained engagement in idea-centered discussions surrounding reading materi- als would lead to higher levels of reading comprehension (i.e., interpretation, and integration). Using a quasi-experiment design, we collected: (a) students' online Knowledge Building be- haviors, (b) group reading discussions, and (c) students' reading comprehension assessment. Our findings reveal that the experimental group (Knowledge Building) outperformed the con- trol group (direct instruction) on the comprehension assessment. Additionally, we found that the Knowledge Building intervention supported the development of students' higher-level read- ing comprehension.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleAdvancing Elementary Students’ Reading Comprehension Through Knowledge Buildingen_US
dc.typeShort Papersen_US
Appears in Collections:CSCL 2019

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