Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment

Jasmine Kim; Joseph Burey; Hye Jin Hwang; Kristen McMaster; Panayiota Kendeou

doi:10.1007/s11145-022-10391-2

Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment

Jasmine Kim, Joseph Burey, Hye Jin Hwang, Kristen McMaster, Panayiota Kendeou

Educational Psychology

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

The purpose of this study is to evaluate the role of the Early Language Comprehension Individualized Instruction (ELCII) program in supporting kindergarteners’ learning of inference-making during the COVID-19 pandemic. Two different cohorts of pre- and in-pandemic students completed the ELCII program, which was designed to teach them how to make inferences. Results suggest that kindergarteners during COVID-19 made slower growth over the course of the intervention compared to their counterparts who completed the intervention before the pandemic. However, when growth rates between the two cohorts were compared accounting for the scaffolding and feedback provided by the ELCII program, the growth rates were similar. These findings suggest that the individualized scaffolding and feedback component of ELCII may have supported kindergarteners’ learning of inference-making during the pandemic.

Original language	English (US)
Pages (from-to)	467-490
Number of pages	24
Journal	Reading and Writing
Volume	36
Issue number	2
DOIs	https://doi.org/10.1007/s11145-022-10391-2
State	Published - Feb 2023

Bibliographical note

Funding Information:
The research reported herein was funded in part by grants R305A170242, R305A220107 from the U.S. Department of Education to the University of Minnesota, the Stern Family Professor of Reading Success from the University of Minnesota College of Education and Human Development to K. L. McMaster, and the Guy Bond Chair in Reading from the University of Minnesota College of Education and Human Development to P. Kendeou. Writing of this paper was also supported by the National Science Foundation Graduate Research Fellowship under Grant No. (CON-75851). The opinions expressed are those of the authors and do not represent views of the program or institutions.

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.

Keywords

COVID-19
Educational technology
Individualized instruction
Inference-making

PubMed: MeSH publication types

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10.1007/s11145-022-10391-2

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abstract = "The purpose of this study is to evaluate the role of the Early Language Comprehension Individualized Instruction (ELCII) program in supporting kindergarteners{\textquoteright} learning of inference-making during the COVID-19 pandemic. Two different cohorts of pre- and in-pandemic students completed the ELCII program, which was designed to teach them how to make inferences. Results suggest that kindergarteners during COVID-19 made slower growth over the course of the intervention compared to their counterparts who completed the intervention before the pandemic. However, when growth rates between the two cohorts were compared accounting for the scaffolding and feedback provided by the ELCII program, the growth rates were similar. These findings suggest that the individualized scaffolding and feedback component of ELCII may have supported kindergarteners{\textquoteright} learning of inference-making during the pandemic.",

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Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment

Abstract

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