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How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning

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  • Source:
    Journal of Research in Reading, v32 n1 p109-125 Feb 2009. 17 pp.
  • Accession Number:
    http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-9817.2008.01384.x
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
    • Peer Reviewed:
      Y
    • ISSN:
      0141-0423
    • Subject Terms:
    • Abstract:
      Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7-9-year-olds took a reading-specific multiple classification (RMC) pre-test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual-control or individual technology. Discussion produced more accurate post-test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8-9-year-olds were pre-tested on story recall and worked in pairs on a SCoSS-supported story construction task, requiring collaborative inference-making, hypothesis generation and selection. Post-test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.
    • Abstract:
      As Provided
    • Number of References:
      27
    • Physical Description:
      17
    • Journal Code:
      APR2018
    • Publication Date:
      2009
    • Accession Number:
      EJ824398
  • Citations
    • ABNT:
      YUILL, N. et al. How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning. Journal of Research in Reading, [s. l.], v. 32, n. 1, p. 109–125, 2009. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428. Acesso em: 9 abr. 2020.
    • AMA:
      Yuill N, Pearce D, Kerawalla L, Harris A, Luckin R. How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning. Journal of Research in Reading. 2009;32(1):109-125. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428. Accessed April 9, 2020.
    • APA:
      Yuill, N., Pearce, D., Kerawalla, L., Harris, A., & Luckin, R. (2009). How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning. Journal of Research in Reading, 32(1), 109–125.
    • Chicago/Turabian: Author-Date:
      Yuill, Nicola, Darren Pearce, Lucinda Kerawalla, Amanda Harris, and Rosemary Luckin. 2009. “How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning.” Journal of Research in Reading 32 (1): 109–25. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428.
    • Harvard:
      Yuill, N. et al. (2009) ‘How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning’, Journal of Research in Reading, 32(1), pp. 109–125. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428 (Accessed: 9 April 2020).
    • Harvard: Australian:
      Yuill, N, Pearce, D, Kerawalla, L, Harris, A & Luckin, R 2009, ‘How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning’, Journal of Research in Reading, vol. 32, no. 1, pp. 109–125, viewed 9 April 2020, .
    • MLA:
      Yuill, Nicola, et al. “How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning.” Journal of Research in Reading, vol. 32, no. 1, Feb. 2009, pp. 109–125. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Yuill, Nicola, Darren Pearce, Lucinda Kerawalla, Amanda Harris, and Rosemary Luckin. “How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning.” Journal of Research in Reading 32, no. 1 (February 1, 2009): 109–25. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428.
    • Vancouver/ICMJE:
      Yuill N, Pearce D, Kerawalla L, Harris A, Luckin R. How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning. Journal of Research in Reading [Internet]. 2009 Feb 1 [cited 2020 Apr 9];32(1):109–25. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ824398&custid=s8280428