CATANDUANES COLLEGES GRADUATE STUDIES Virac, Catanduanes Lorrieanne G. Camacho MaEd Dr. Pedrito Jose Brmudo October 16, 2021 Educ. 101 – Methods of Research A journal article review from the “Web-Based Text Structure Strategy Instruction Improves Seventh Graders’ Content Area Reading Comprehension.” I. II. Citation/ Header Name of Author : Kausalai (Kay) Wijekumar, et.al Vol.: 109, 2017 Issued No.: 6 Summary The purpose of this study was to examine the impact of ITSS used as a partial substitute for the language arts curriculum on 7th-grade students’ reading comprehension. ITSS is a web-based intelligent tutoring system designed to teach 7th graders how to use the text structure strategy to read and comprehend expository texts by selecting and encoding strategic memory, summarizing, inferring, elaborating, and monitoring comprehension. The results showed that the text structure strategy delivered via the web-based ITSS had small but meaningful effects on the standardized reading comprehension (distal measure) and moderate to large effects on the proximal and distal researcher-designed measures of text structure competence, knowledge. III. Evaluation/ Body Results There was no statistically significant difference between ITSS and control groups on the pretests at the random assignment classroom level. This indicated that the ITSS and control classrooms were comparable in their reading level before the implementation of the experiment. Class- and student-level simple descriptive statistics by treatment condition for GSRT and researcher-designed reading comprehension measures are presented in Table 1. Statistical test results of treatment effect from HLM analyses and effect sizes on GSRT, short comparison, long comparison, main idea, and problem and solution post-test scores are summarized in Table 2. HLM analyses (M0 –M5) were conducted on each of the reading comprehension measures. However, for concern of space, we only present complete HLM results on the GSRT post-test. Effect estimates for ITSS presented in Table 3 were extracted from M1 for each of the outcome measures. Complete M1 estimates for all outcome measures are included in Table 3. Results are discussed by research questions. IV. Concluding Review Theoretical Implications At the outset we compared the construction-integration and landscape models to the text structure model of reading comprehension, and we also compared reading comprehension interventions to the text structure strategy approach. Based on previous studies on the text structure strategy (e.g., Meyer et al., 1980), we reported that text structures and their direct and indirect scaffolds support the construction and integration of strategic memory from text. This strategic memory may be a representation of a coherent situation model identified in the construction-integration model of reading comprehension. Results from the current study provide further evidence in support of the text structure strategy in constructing strategic memories as evidenced by the 7th graders in ITSS producing stronger main ideas, organizing the main ideas using the centrality of connections, and utilizing the strategy when reading and responding to questions in a standardized test.
