Supporting secondary school students' reading comprehension in computer environments: A systematic review

• Published in: Journal of computer assisted learning 2018-10, Vol.34 (5), p.557-566
• Main Authors: Beek, Marlies, Brummer, Leonie, Donker, Anouk S., Opdenakker, Marie‐Christine J.L.
• Format: Article
• Language: English
• Subjects: Computer Assisted Instruction; computer environments; Instructional Effectiveness; Learning; Learning Processes; Literature reviews; Metacognition; Outcomes of Education; Reading Comprehension; Scaffolding (Teaching Technique); Scaffolds; Secondary School Students; Secondary schools; self‐regulated learning; social studies; Students; support; Systematic review
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12260

This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented. Lay Description What is already known about this topic: Computer environments offer possibilities to foster reading comprehension. A combination of cognitive and metacognitive instructional support is effective for reading comprehension. It is important to combine cognitive and metacognitive support with motivational aspects of reading to foster comprehension and academic performance. What this paper adds: There is very little existing research on supporting reading comprehension in computer environments with a specific focus on secondary students' expository text reading. There is little emphasis on metacognitive and motivational support elements in most secondary school reading comprehension interventions. Implications for practice and/or policy: When reporting on studies using computer environments, efforts should be made to include detailed information about the contents of the support provided. Existing research on computer‐supported interventions with regard to reading comprehension should be carefully evaluated because the results are not always transferable to different educational