TY - JOUR
T1 - Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students
AU - Ji, Xuejun Ryan
AU - Beerwinkle, Andrea
AU - Wijekumar, Kausalai (Kay)
AU - Lei, Puiwa
AU - Malatesha Joshi, R.
AU - Zhang, Shuai
N1 - Publisher Copyright:
© 2018, Springer Nature B.V.
PY - 2018/11/1
Y1 - 2018/11/1
N2 - 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.
AB - 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.
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U2 - 10.1007/s11145-018-9888-8
DO - 10.1007/s11145-018-9888-8
M3 - Article
AN - SCOPUS:85050659816
SN - 0922-4777
VL - 31
SP - 2095
EP - 2113
JO - Reading and Writing
JF - Reading and Writing
IS - 9
ER -