After introduction, the student used the INSERT text-marking strategy consistently and independently, suggesting transfer¶
Claim · All claims
Evidence · 1 study · designr2·q1
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Once taught the INSERT strategy on the iPad, the student used it consistently and independently on every subsequent reading passage and suggested it would help in his regular classes. → McClanahan 2012
Evidence¶
McClanahan 2012¶
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. TechTrends, 56(3). https://link.springer.com/journal/11528
q1 · i? · design · r2
Case-study observation: the tutor demonstrated INSERT on paper text, then taught marking on the iPad screen with a stylus. The student progressed from simple markings to writing notes in the text, saying he could go back and find answers to later questions.
"After the INSERT strategy was introduced in Lesson Four, he used it consistently and independently for every reading passage after that."
Discussion¶
Related Claims¶
- On a delayed assessment 1 to 3 months later, many students transferred their appreciation of variation to another context and could explain the meaning of variation — related
- The iPad helped a student with ADHD focus attention and become more metacognitive about his reading — related
- Reading Strategy Instruction Improves Comprehension — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
insert-strategy-independent-use-transfer-case |
title |
After introduction, the student used the INSERT text-marking strategy consistently and independently, suggesting transfer |
description |
After introduction, the student used the INSERT text-marking strategy consistently and independently, suggesting transfer |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mcclanahan-2012 |
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