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How technology for comprehension training can support conversation towards the joint construction of meaning
Author(s) -
Yuill Nicola,
Pearce Darren,
Kerawalla Lucinda,
Harris Amanda,
Luckin Rosemary
Publication year - 2009
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2008.01384.x
Subject(s) - reading comprehension , comprehension , meaning (existential) , psychology , test (biology) , task (project management) , conversation , recall , literacy , cognitive psychology , inference , selection (genetic algorithm) , reading (process) , joint (building) , linguistics , mathematics education , computer science , communication , artificial intelligence , pedagogy , architectural engineering , paleontology , philosophy , management , engineering , economics , psychotherapist , biology
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.