Levinstein Irwin B, Boonthum Chutima, Pillarisetti Srinivasa P, Bell Courtney, McNamara Danielle S
Department of Computer Science, Old Dominion University, Norfolk, Virginia 23529, USA.
Behav Res Methods. 2007 May;39(2):224-32. doi: 10.3758/bf03193151.
iSTART (interactive strategy training for active reading and thinking) is a Web-based reading strategy trainer that develops students' ability to self-explain difficult text as a means to improving reading comprehension. Its curriculum consists of modules presented interactively by pedagogical agents: an introduction to the basics of using reading strategies in the context of self-explanation, a demonstration of self-explanation, and a practice module in which the trainee generates self-explanations with feedback on the quality of reading strategies contained in the self-explanations. We discuss the objectives that guided the development of the second version of iSTART toward the goals of increased efficiency for the experimenters and effectiveness in the training. The more pedagogically challenging high school audience is accommodated by (1) a new introduction that increases interactivity, (2) a new demonstration with more and better focused scaffolding, and (3) a new practice module that provides improved feedback and includes a less intense but more extended regimen. Version 2 also benefits experimenters, who can set up and evaluate experiments with less time and effort, because pre- and posttesting has been fully computerized and the process of preparing a text for the practice module has been reduced from more than 1 person-week to about an hour's time.
iSTART（主动阅读与思考的交互式策略训练）是一个基于网络的阅读策略训练程序，它通过培养学生自我解释难懂文本的能力来提高阅读理解能力。其课程由教学代理以交互式方式呈现的模块组成：在自我解释的背景下介绍使用阅读策略的基础知识、自我解释的示范，以及一个练习模块，在该模块中受训者生成自我解释，并得到关于自我解释中所含阅读策略质量的反馈。我们讨论了指导iSTART第二版开发的目标，这些目标朝着提高实验者效率和训练有效性的方向发展。更具教学挑战性的高中受众通过以下方式得到满足：（1）增加交互性的新介绍；（2）提供更多且更有针对性的支架的新示范；（3）提供改进反馈并包括强度较低但时间更长的训练方案的新练习模块。版本2对实验者也有益，他们可以用更少的时间和精力设置和评估实验，因为预测试和后测试已完全计算机化，并且为练习模块准备文本的过程已从超过一人一周的时间减少到大约一小时。
