Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation

Abstract

Reading comprehension is an important predictor for academic success, yet many adolescents in secondary education face difficulties when reading their textbooks. In this quasi-experimental study, we developed a digital learning environment to scaffold students' expository text reading in seventh-grade history classrooms. Students in the experimental condition could use hints comprised of cognitive and metacognitive reading strategy instruction, whereas students in the control condition received no additional support. A comparison of posttest comprehension between conditions showed no significant differences. However, students in the experimental condition who accessed hints during history text reading performed significantly better on the posttest than students who did not use hints at all. We found no differences between conditions regarding students' self-regulated learning or motivation, but students' awareness of problem-solving reading strategies significantly increased in the experimental condition. Finally, a comparison of students with different reading levels showed that below-average readers benefitted most from digital reading practice.

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