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Download full textKatz, Sandra; Albacete, Patricia; Jordan, Pamela – Grantee Submission, 2016
This poster reports on a study that compared three types of summaries at the end of natural-language tutorial dialogues and a no-dialogue control, to determine which type of summary, if any, best predicted learning gains. Although we found no significant differences between conditions, analyses of gender differences indicate that female students…
Descriptors: Natural Language Processing, Intelligent Tutoring Systems, Reflection, Dialogs (Language)
Barth, Amy E.; Vaughn, Sharon; McCulley, Elisabeth V. – International Journal for Research in Learning Disabilities, 2015
Reading comprehension is an essential academic skill (Nash & Snowling, 2006;National Reading Panel, National Institute of Child Health and Human Development, 2000).Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education…
Descriptors: Middle School Students, Reading Difficulties, Intervention, Reading Instruction
Moon, Charles E.; And Others – 1986
Forty studies using one or more components of Lozanov's method of suggestive-accelerative learning and teaching were identified from a search of all issues of the "Journal of Suggestive-Accelerative Learning and Teaching." Fourteen studies contained sufficient statistics to compute effect sizes. The studies were coded according to substantive and…
Descriptors: Cognitive Processes, Control Groups, Educational Research, Effect Size
