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How technology for comprehension training can support conversation towards the joint construction of meaning

Yuill, Nicola; Pearce, Darren; Kerawalla, Lucinda; Harris, Amanda and Luckin, Rosemary (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.

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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.

Item Type: Journal Article
Copyright Holders: 2009 United Kingdom Literacy Association
ISSN: 0141-0423
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 14910
Depositing User: Users 9 not found.
Date Deposited: 17 Feb 2009 15:34
Last Modified: 16 Feb 2013 00:23
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