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Direct linkMcNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2021
An overarching motivation driving my research has been to further our theoretical understanding of how readers successfully comprehend challenging text. This article describes the theoretical origins of this research program and my quest to understand comprehension processes through the use of technology. Coh-Metrix was developed to measure, and…
Descriptors: Educational Research, Reading Comprehension, Difficulty Level, Educational Technology
Download full textMcNamara, Danielle S. – Grantee Submission, 2021
An overarching motivation driving my research has been to further our theoretical understanding of how readers successfully comprehend challenging text. This article describes the theoretical origins of this research program and my quest to understand comprehension processes through the use of technology. Coh-Metrix was developed to measure, and…
Descriptors: Educational Research, Reading Comprehension, Difficulty Level, Educational Technology
McCarthy, Kathryn S.; Watanabe, Micah; McNamara, Danielle S. – Grantee Submission, 2020
The Design Implementation Framework, or DIF, is a design approach that evaluates learner and user experience at multiple points in the development of intelligent tutoring systems. In this chapter, we explore how DIF was used to make system modifications to iSTART, a game-based intelligent tutoring system for reading comprehension. Using DIF as a…
Descriptors: Intelligent Tutoring Systems, Reading Comprehension, Educational Games, Program Development
McNamara, Danielle S.; Roscoe, Rod; Allen, Laura; Balyan, Renu; McCarthy, Kathryn S. – Grantee Submission, 2019
Literacy is a critically important and contemporary issue for educators, scientists, and politicians. Efforts to overcome the challenges associated with illiteracy, and the subsequent development of literate societies, are closely related to those of poverty reduction and sustainable human development. In this paper, the authors examine literacy…
Descriptors: Literacy, Reading Comprehension, Language Processing, Discourse Analysis
McCarthy, Kathryn S.; Watanabe, Micah; Dai, Jianmin; McNamara, Danielle S. – Journal of Research on Technology in Education, 2020
Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have…
Descriptors: Game Based Learning, Reading Comprehension, High School Students, Educational Technology
McCarthy, Kathryn S.; Watanabe, Micah; Dai, Jianmin; McNamara, Danielle S. – Grantee Submission, 2020
Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have…
Descriptors: Game Based Learning, Reading Comprehension, High School Students, Educational Technology
Roscoe, Rod D.; Allen, Laura K.; Johnson, Adam C.; McNamara, Danielle S. – Grantee Submission, 2018
This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable.…
Descriptors: High School Students, Student Attitudes, Writing Evaluation, Feedback (Response)
