First, the unique properties that these media offer as a stand-alone teaching tool were assessed. Second, the non-technological strategies of teacher scaffolding and comprehension monitoring as supplements to IVD programs were investigated. The IVD lesson only group registered significantly higher scores after controlling for preexisting differences. The comprehension monitoring only and teacher scaffolding only groups recorded significantly higher test scores when compared to IVD lesson only. The teacher scaffolding with comprehension monitoring group made statistically higher scores when compared to each of the other three treatments.
Learning outcomes improve with the aid of teacher scaffolding or student comprehension monitoring.
When students are asked to comprehend a large volume of complex information, it is important to repeat central concepts in several different lights so that learners can appreciate the depth and breadth of each concept. Different media presentations as well as overlapping curricular themes contribute to the ability to repeat conceptual themes while maintaining interest. Our approach is to give students multiple vantage points to the same body of information by incorporating multimedia presentations and storytelling techniques within several different learning environments. This article discusses the theoretical approach to STAR, describes each learning environment, and presents the results from two formative evaluative studies. Ruston, LA 71272, USA This study examined the influence of CD-ROM storybooks on the reading comprehension and attitudes toward reading of 37 matched pairs of third graders.