Which Help Helps? Effects of Various Types of Help on Word Learning in an Automated Reading Tutor that Listens

Jack Mostow, Joseph E. Beck, and Cecily Heiner
Eleventh Annual Meeting of the Society for the Scientific Study of Reading, June, 2004.


Abstract
When a tutor gives help on a word during assisted oral reading, how does the type of help matter? We report an automated, within-subject, randomized-trial experiment embedded in Project LISTEN's Reading Tutor. Hundreds of children (mostly in grades 1-3) used the Reading Tutor in 2002-2003, reading millions of words and getting help on hundreds of thousands of them. The experimental variable was the type of help, selected randomly by the Reading Tutor whenever it gave help on a word. The outcome variable was student performance on the next encounter of the word. We compare effects of several types of help.

Notes
Associated Lab(s) / Group(s): Project LISTEN
Associated Project(s): Project LISTEN\'s Reading Tutor

Text Reference
Jack Mostow, Joseph E. Beck, and Cecily Heiner, "Which Help Helps? Effects of Various Types of Help on Word Learning in an Automated Reading Tutor that Listens," Eleventh Annual Meeting of the Society for the Scientific Study of Reading, June, 2004.

BibTeX Reference
@inproceedings{Mostow_2004_4997,
   author = "Jack Mostow and Joseph E Beck and Cecily Heiner",
   title = "Which Help Helps? Effects of Various Types of Help on Word Learning in an Automated Reading Tutor that Listens",
   booktitle = "Eleventh Annual Meeting of the Society for the Scientific Study of Reading",
   month = "June",
   year = "2004",
}