Integration of Web-Based Intelligent Tutoring System (TuinLec) into Text Structure Strategy to Improve Text Strategy Memory and Reading Comprehension Skills
Abstract
Text strategy memory is an essential element in students’ reading comprehension level, so the function of this element must be optimized through the right strategy. This study aimed to investigate the impact of a web-based intelligent tutoring system (TuinLec) integrated with text structure strategy on text strategy memory and reading comprehension skills. TuinLec emphasizes procedural strategies or approaches that emphasize content so that various discussion variations are created. This study used a quasi-experimental method involving 300 elementary school students who focused on grades four and five because they were transitioning to understand more complex texts. Multinomial logistic regression data analysis with Statistical Analysis System to investigate whether students in the intervention group showed an increase in organized memory structures better than students in the control group. The results showed that integrating a web-based intelligent tutoring system (TuinLec) in a text structure strategy proved effective in improving text strategy memory and reading comprehension skills. The improvement of memory structure is seen in the organization of the written reading memory structure from the beginning, which was random, and only a list of memories was written to be well organized. In addition, the improvement of reading comprehension skills and text strategy memory skills is also seen in several competencies, namely the problem and solution memory structure, the ability to analyze the issues and solutions, the memory structure of comparison, the ability to analyze comparisons, the main idea memory structure, and the ability to identify main ideas. This study implies that text structure can be used as an alternative strategy for understanding text comprehensively. Through this study, text structure can become a strategy by integrating it with technology to facilitate students in gaining a comprehensive understanding.
https://doi.org/10.26803/ijlter.24.4.3
Keywords
Full Text:
PDFReferences
Alireza, A., & Karimnia, A. (2019). Investigating Iranian medical students ‘ second language reading motivation. Reading Psychology, 1–24. https://doi.org/10.1080/02702711.2018.1482851
Almadhi, M. A., & Alanazi, M. Z. (2024). The effect of E-book reading on EFL Saudi learners’ reading comprehension and reading attitudes. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2416356
Alqahtani, S. S. (n.d.). A meta-analysis of technology-based interventions for elementary students with reading difficulties. Humanities and Social Sciences Communications, 2024, 1–10. https://doi.org/10.1057/s41599-024-04159-y
Alramamneh, Y., Saqr, S., & Areepattamannil, S. (2023). Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children. Large-scale Assess Education, 11, 36. https://doi.org/10.1186/s40536-023-00187-3
Altun, D., Tantekin Erden, F., & Hartman, D. K. (2022). Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors. Early Childhood Education Journal, 50(4), 567–578. https://doi.org/10.1007/s10643-021-01177-2
Aro, T., Koponen, T., Peura, P., Räikkönen, E., & Viholainen, H. (2024). Do cognitive and non-cognitive factors predict responses to reading fluency interventions? The Journal of Experimental Education, 1–19. https://doi.org/10.1080/00220973.2024.2358501
Chen, F., Sakyi, A., & Cui, Y. (2021). Linking student, home, and school factors to reading achievement : the mediating role of reading self-efficacy. Educational Psychology, 1–20. https://doi.org/10.1080/01443410.2021.1953445
Chen, Y. T., Liou, S., & Chen, L. F. (2019). The relationships among gender, cognitive styles, learning strategies, and learning performance in the flipped classroom. International Journal of Human-Computer Interaction, 35(4–5), 395–403. https://doi.org/10.1080/10447318.2018.1543082
Cheung, K. K. C., Pun, J., Kenneth-Li, W., & Mai, J. (2024). Exploring students’ multimodal representations of ideas about epistemic reading of scientific texts in generative AI tools. Journal of Science Education and Technology, 0123456789. https://doi.org/10.1007/s10956-024-10182-0
Dong, Y., Yu, X., Alharbi, A., & Ahmad, S. (2022). AI-based production and application of English multimode online reading using multi-criteria decision support system. Soft Computing, 26(20), 10927–10937. https://doi.org/10.1007/s00500-022-07209-2
Galea, C., Robidoux, S., Salins, A., Noble, C., & McArthur, G. (2024). The impact of shared book reading on children and families: A study of Dolly Parton’s Imagination Library in Tamworth, Australia. Journal of Research in Childhood Education, 1–30. https://doi.org/10.1080/02568543.2024.2322731
Giazitzidou, S., Mouzaki, A., & Padeliadu, S. (2024). Pathways from morphological awareness to reading fluency : the mediating role of phonological awareness and vocabulary. Reading and Writing, 37(5), 1109–1131. https://doi.org/10.1007/s11145-023-10426-2
Gok, D., Bozoglan, H., & Bozoglan, B. (2023). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840–860. https://doi.org/10.1080/09588221.2021.1950191
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021). Does reading comprehension competence determine level of solving mathematical word problems competence? Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012049
Hebbecker, K., Förster, N., Souvignier, E., Förster, N., & Souvignier, E. (2019). Scientific studies of reading reciprocal effects between reading achievement and intrinsic and extrinsic reading motivation reciprocal effects between reading achievement and intrinsic and extrinsic reading motivation. Scientific Studies of Reading, 1–18. https://doi.org/10.1080/10888438.2019.1598413
Pfost, M., & Heyne, N. Fostering children’s reading comprehension: The importance of fiction reading. Z f Bildungsforsch, 13, 127–137. https://doi.org/10.1007/s35834-022-00376-0
Hoffman, J. A., Hermelbracht, J., Carr, S., Medeiros, H., Burr, J. A., Volpe, R. J., Briesch, A. M., Codding, R. S., Mutchler, J. E., & Miller, E. A. (2024). The online intergenerational tutoring program: Older adults using technology to improve children’s early literacy skills. Journal of Intergenerational Relationships, 1–20. https://doi.org/10.1080/15350770.2024.2370981
Hoover, W. A. (2024). The simple view of reading and its broad types of reading difficulties. Reading and Writing, 37(9), 2277–2298. https://doi.org/10.1007/s11145-023-10471-x
Ismail, S. M., Wang, C., & Jamalyar, R. (2023). The impact of task ? based instruction on learners ‘ reading comprehension, L2 grit, anxiety, and motivation for L2 reading. Asian-Pacific Journal of Second and Foreign Language Education. https://doi.org/10.1186/s40862-023-00216-2
Kanonire, T., Lubenko, J., & Kuzmina, Y. (2020). The effects of intrinsic and extrinsic reading motivation on reading performance in elementary school. Journal of Research in Childhood Education, 36(1), 1–13. https://doi.org/10.1080/02568543.2020.1822961
Kim, Y. S. G., Harris, K. R., Goldstone, R., Camping, A., & Graham, S. (2024). The science of teaching reading is incomplete without the science of writing: A randomized control trial of integrated teaching of reading and writing. Scientific Studies of Reading, 29(1), 32–54. https://doi.org/10.1080/10888438.2024.2380272
Kim, Y. S. G., Petscher, Y., & Vorstius, C. (2021). The relations of online reading processes (eye movements) with working memory, emergent literacy skills, and reading proficiency. Scientific Studies of Reading, 25(4), 351–369. https://doi.org/10.i1080/10888438.2020.1791129
Kiss, R., Szili, K., Csapó, B., & Molnár, G. (2024). Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap. Education and Information Technologies, 29(10), 12863–12886. https://doi.org/10.1007/s10639-023-12356-6
Kortecamp, K., & Peters, M. L. (2024). The impact of a high-dosage tutoring program on reading achievement of beginning readers: A multi-level analysis. Journal of Education for Students Placed at Risk, 29(3), 291–309. https://doi.org/10.1080/10824669.2023.2179056
Lee, Y., Cho, Y. H., Park, T., & Choi, J. (2021). Situational interest during individual reading and peer reading activities using PALS : Its relationship to students ‘ reading skills and reading motivations. Educational Studies, 49(5), 1–19. https://doi.org/10.1080/03055698.2021.1898341
Lenhart, J., Suggate, S. P., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589–607. https://doi.org/10.1080/10409289.2021.1915651
Li, J., Huang, J., Wu, W., & Whipple, P. B. (2024). Evaluating the role of ChatGPT in enhancing EFL writing assessments in classroom settings: A preliminary investigation. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-03755-2
Maghsoudi, M., Talebi, S. H., & Khodamoradi, A. (2020). The effect of Iranian EFL learners ‘ reading motivation on their reading comprehension ability regarding their university fields of study. Journal of College Reading and Learning, 51(3), 1–22. https://doi.org/10.1080/10790195.2020.1823911
McNally, S., Leech, K. A., Corriveau, K. H., & Daly, M. (2024). Indirect effects of early shared reading and access to books on reading vocabulary in middle childhood. Scientific Studies of Reading, 28(1), 42–59. https://doi.org/10.1080/10888438.2023.2220846
Megard, K., Bente, G., Walgermo, R., & McTigue, E. M. (2024). Teachers ‘ feedback on oral reading : a critical review of its effects and the use of theory in research. In Educational Psychology Review, 36(4). https://doi.org/10.1007/s10648-024-09957-z
Mekuria, A., Bushisho, E. W., & Wubshet, H. (2024). The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2310444
Muhammadpour, M., & Khalili, M. (2024). The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher ? made ESP textbook. Discover Education. https://doi.org/10.1007/s44217-024-00162-2
Nevo, E., & Vaknin-Nusbaum, V. (2018). Joint reading of informational science text versus narrative stories: How does each affect language and literacy abilities among kindergarteners? Reading Psychology, 39(8), 787–819. https://doi.org/10.1080/02702711.2018.1547343
Ong’ayi, D. M. M., Dede Yildirim, E., & Roopnarine, J. L. (2020). Fathers’, mothers’, and other household members’ involvement in reading, storytelling, and play and preschoolers’ literacy skills in Kenya. Early Education and Development, 31(3), 442–454. https://doi.org/10.1080/10409289.2019.1669125
Özdemir, ?., & Tosun, C. (2024). Investigation of eighth-grade students ‘ processes of solving skill- based science questions by eye tracking technique. Education and Information Technologies, 30, 2237–2275. https://doi.org/10.1007/s10639-024-12841-6
Peura, P. I., Viholainen, H. J. K., Aro, T. I., Räikkönen, E. M., Ellen, L., Sorvo, R. M. A., Klassen, R. M., & Aro, M. T. (2018). Specificity of reading self-efficacy among primary school children. The Journal of Experimental Education, 87(3), 1–21. https://doi.org/10.1080/00220973.2018.1527279
Reading, L., & Maghsoudi, M. (2021). Contributions of motivation to read in L2, proficiency and L1 reading strategy awareness. Reading & Writing Quarterly, 38(3), 1–21. https://doi.org/10.1080/10573569.2021.1931591
Scholes, L. (2024). Reading for digital futures: A lens to consider social justice issues in student literacy experiences in the digital age. Cambridge Journal of Education, 54(1), 71–88. https://doi.org/10.1080/0305764X.2023.2281695
Sirén, M., & Sulkunen, S. (2023). Critical literacy in the PISA 2018 reading literacy assessment. Scandinavian Journal of Educational Research, 69(2), 1–14. https://doi.org/10.1080/00313831.2023.2287458
Stangeland, E. B., Campbell, J. A., Kucirkova, N., & Hoel, T. (2023). Shared book reading: a Norwegian survey of reading practices in families. Scandinavian Journal of Educational Research, 68(6), 1304–1319. https://doi.org/10.1080/00313831.2023.2229369
Stocker, K. L., Fox, R. A., Swain, N. R., & Leif, E. S. (2024). Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children. Behavior and Social Issues, 33(1), 504–531. https://doi.org/10.1007/s42822-023-00149-y
Torr, J. (2019). Infants’ experiences of shared reading with their educators in early childhood education and care centres: An observational study. Early Childhood Education Journal, 47(5), 519–529. https://doi.org/10.1007/s10643-019-00948-2
Vidal-Abarca, E., Gilabert, R., Ferrer, A., Ávila, V., Martínez, T., Mañá, A., Llorens, A. C., Gil, L., Cerdán, R., Ramos, L., & Serrano, M. Á. (2014). TuinLEC, an intelligent tutoring system to improve reading literacy skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora. Infancia y Aprendizaje, 37(1), 25–56. https://doi.org/10.1080/02103702.2014.881657
Van Viersen, S., Altani, A., de Jong, P. F., & Protopapas, A. (2024). Between-word processing and text-level skills contributing to fluent reading of (non) word lists and text. Reading and Writing, 38, 671–697. https://doi.org/10.1007/s11145-024-10533-8
Yan, M., & Pan, J. (2023). Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading. Scientific Reports, 13, 1–10. https://doi.org/10.1038/s41598-023-41041-4
Young-Suk, G. K., Stern, J., Mohohlwane, N., & Taylor, S. (2024). Instruction influences cross?language transfer of reading skills: Evidence from a longitudinal randomized controlled trial. Reading and Writing, 38, 171–194. https://doi.org/10.1007/s11145-023-10508-1
Zhang, S. Z., Inoue, T., Zhang, D., Jin, D., & Georgiou, G. K. (2024). Intergenerational effects on children’s reading comprehension in Chinese: Evidence from a 3-year longitudinal study. Scientific Studies of Reading, 28(6), 636–655. https://doi.org/10.1080/10888438.2024.2382204
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493