Publication

Supporting secondary school students' reading comprehension in computer environments: A systematic review

ter Beek, M., Brummer, L., Donker, A. S. & Opdenakker, M-C. J. L., Oct-2018, In : Journal of Computer Assisted Learning. 34, 5, p. 557-566 10 p.

Research output: Contribution to journalReview articleAcademicpeer-review

APA

ter Beek, M., Brummer, L., Donker, A. S., & Opdenakker, M-C. J. L. (2018). Supporting secondary school students' reading comprehension in computer environments: A systematic review. Journal of Computer Assisted Learning, 34(5), 557-566. https://doi.org/10.1111/jcal.12260

Author

ter Beek, Marlies ; Brummer, Leonie ; Donker, Anouk S. ; Opdenakker, Marie-Christine J. L. . / Supporting secondary school students' reading comprehension in computer environments : A systematic review. In: Journal of Computer Assisted Learning. 2018 ; Vol. 34, No. 5. pp. 557-566.

Harvard

ter Beek, M, Brummer, L, Donker, AS & Opdenakker, M-CJL 2018, 'Supporting secondary school students' reading comprehension in computer environments: A systematic review', Journal of Computer Assisted Learning, vol. 34, no. 5, pp. 557-566. https://doi.org/10.1111/jcal.12260

Standard

Supporting secondary school students' reading comprehension in computer environments : A systematic review. / ter Beek, Marlies; Brummer, Leonie; Donker, Anouk S.; Opdenakker, Marie-Christine J. L. .

In: Journal of Computer Assisted Learning, Vol. 34, No. 5, 10.2018, p. 557-566.

Research output: Contribution to journalReview articleAcademicpeer-review

Vancouver

ter Beek M, Brummer L, Donker AS, Opdenakker M-CJL. Supporting secondary school students' reading comprehension in computer environments: A systematic review. Journal of Computer Assisted Learning. 2018 Oct;34(5):557-566. https://doi.org/10.1111/jcal.12260


BibTeX

@article{50ab3864cf9447a6b60e11f47932fb54,
title = "Supporting secondary school students' reading comprehension in computer environments: A systematic review",
abstract = "This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented.",
keywords = "computer environments, reading comprehension, self-regulated learning, social studies, support, SELF-REGULATION, STRATEGY INSTRUCTION, METAANALYSIS, PERSPECTIVE, TECHNOLOGY, INTERVENTION, PERFORMANCE, CLASSROOM, PROSPECTS",
author = "{ter Beek}, Marlies and Leonie Brummer and Donker, {Anouk S.} and Opdenakker, {Marie-Christine J. L.}",
year = "2018",
month = "10",
doi = "10.1111/jcal.12260",
language = "English",
volume = "34",
pages = "557--566",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell",
number = "5",

}

RIS

TY - JOUR

T1 - Supporting secondary school students' reading comprehension in computer environments

T2 - A systematic review

AU - ter Beek, Marlies

AU - Brummer, Leonie

AU - Donker, Anouk S.

AU - Opdenakker, Marie-Christine J. L.

PY - 2018/10

Y1 - 2018/10

N2 - This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented.

AB - This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented.

KW - computer environments

KW - reading comprehension

KW - self-regulated learning

KW - social studies

KW - support

KW - SELF-REGULATION

KW - STRATEGY INSTRUCTION

KW - METAANALYSIS

KW - PERSPECTIVE

KW - TECHNOLOGY

KW - INTERVENTION

KW - PERFORMANCE

KW - CLASSROOM

KW - PROSPECTS

U2 - 10.1111/jcal.12260

DO - 10.1111/jcal.12260

M3 - Review article

VL - 34

SP - 557

EP - 566

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 5

ER -

ID: 62524857