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https://repository.isls.org//handle/1/666Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Caccamise, Donna | |
| dc.contributor.author | Littrell-Baez, Megan K. | |
| dc.contributor.author | Weatherly, John | |
| dc.date.accessioned | 2018-11-04T23:35:55Z | |
| dc.date.accessioned | 2018-11-04T22:40:33Z | - |
| dc.date.available | 2018-11-04T23:35:55Z | |
| dc.date.available | 2018-11-04T22:40:33Z | - |
| dc.date.issued | 2018-07 | |
| dc.identifier.citation | Caccamise, D., Littrell-Baez, M. K., & Weatherly, J. (2018). Translating Theory to Practice: Technology Solutions to Solve Practical Issues for Teaching Reading Comprehension at the Secondary Level. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. | en_US |
| dc.identifier.uri | https://doi.dx.org/10.22318/cscl2018.1437 | |
| dc.identifier.uri | https://repository.isls.org//handle/1/666 | - |
| dc.description.abstract | We describe a theory- and evidence-based curriculum that improves reading comprehension skills needed to learn from difficult informational text and the theory's translation into an online program that allows for individualized instruction for greater scalability in today's technology-enhanced classrooms. Feature design is based on cognitive science, user input/experiences, and a configuration of highly flexible web-applications to provide interactive features necessary to adapt a teacher-led curriculum into one that is automated and tied to student achievement. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | International Society of the Learning Sciences, Inc. [ISLS]. | en_US |
| dc.title | Translating Theory to Practice: Technology Solutions to Solve Practical Issues for Teaching Reading Comprehension at the Secondary Level | en_US |
| dc.type | Book chapter | en_US |
| Appears in Collections: | ICLS 2018 | |
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