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Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students.

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Title: Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students.
Authors: Ji, Xuejun Ryan1 x.ryan.ji@ubc.ca, Beerwinkle, Andrea2 abeerwinkle@tamu.edu, Wijekumar, Kausalai (Kay)2 k_wijekumar@tamu.edu, Lei, Puiwa3 PuiWa@psu.edu, Malatesha Joshi, R.2 mjoshi@tamu.edu, Zhang, Shuai2 szhang1989@tamu.edu
Source: Reading & Writing. Nov2018, Vol. 31 Issue 9, p2095-2113. 19p.
Subject Terms: *Reading comprehension ability testing, *Seventh grade (Education), *Intelligent tutoring systems, *Vocabulary education, Transition (Rhetoric)
Abstract: Latent transition analysis (LTA) was conducted on data from a recent cluster randomized controlled study of 1808 seventh-grade students’ use of a web-based intelligent tutoring system (ITSS). This analysis goes beyond traditional variable-centered methods to focus on profiles of learners and changes in reading class membership between pre- and post-tests for students with and without receiving ITSS intervention. A four-class model was obtained, consisting of poor readers (class 1), delayed readers (class 2), proficient readers (class 3), and readers with specific deficits in problem and solution (class 4). Analysis showed that students receiving the ITSS intervention were more likely than students without the intervention to transition into the proficient class regardless of their initial reading performance profiles. However, the odds ratio of transitioning into the proficient class (as opposed to staying in the same class) in the ITSS condition, compared to the control, was the highest (4.29) for initial readers with deficits in problem and solution, followed by initial poor readers (1.66) and initial delayed readers (1.50). Findings indicated that students in the ITSS condition had larger reading improvement than students in the control condition, particularly for readers with initial deficits in problem and solution. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Nov2018, Vol. 31 Issue 9, p2095-2113. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension+ability+testing%22">Reading comprehension ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Seventh+grade+%28Education%29%22">Seventh grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary+education%22">Vocabulary education</searchLink><br /><searchLink fieldCode="DE" term="%22Transition+%28Rhetoric%29%22">Transition (Rhetoric)</searchLink>
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  Data: Latent transition analysis (LTA) was conducted on data from a recent cluster randomized controlled study of 1808 seventh-grade students’ use of a web-based intelligent tutoring system (ITSS). This analysis goes beyond traditional variable-centered methods to focus on profiles of learners and changes in reading class membership between pre- and post-tests for students with and without receiving ITSS intervention. A four-class model was obtained, consisting of poor readers (class 1), delayed readers (class 2), proficient readers (class 3), and readers with specific deficits in problem and solution (class 4). Analysis showed that students receiving the ITSS intervention were more likely than students without the intervention to transition into the proficient class regardless of their initial reading performance profiles. However, the odds ratio of transitioning into the proficient class (as opposed to staying in the same class) in the ITSS condition, compared to the control, was the highest (4.29) for initial readers with deficits in problem and solution, followed by initial poor readers (1.66) and initial delayed readers (1.50). Findings indicated that students in the ITSS condition had larger reading improvement than students in the control condition, particularly for readers with initial deficits in problem and solution. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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