The Effects of Interactive Electronic Books and Summary Strategy on Elementary Students' Reading Comprehensions
| Autor: | Shen-YUan Lee, 李慎源 |
|---|---|
| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 This study aimed to explore the effects of elementary school students utilizing in-teractive e-Books and summary strategy on reading comprehension. This study adopt-ed a quasi-experiment method in two classes of 6th grade in a private elementary school in Taipei. One class was the experimental group and the other was the control group. Both groups received an summary strategy for 6-week period of 12 sessions. The ex-perimental group used e-Books on tablet PCs, whereas the control group employed a paper format. The results were shown as below: 1. Reading Comprehension: There was no significant differences between the “interactive e-Book” and control groups. A formative evaluation was undertaken after the summary strategy, by analyzing students’ performance on the “retrieving infor-mation”, “deducing from information”, “interpretation and consolidation”, and “com-parison/evaluation”. The results indicated that the experiment group’s average scores in 4 articles were higher than that of the control group. In “retrieving information”, “de-ducing from information”, and “comparison/evaluation”, the experiment group was also higher than the control group. In “comparison/evaluation”, however, the experiment group was lower than the control group. The results indicated that using e-Books can enhance students’ reading comprehension. 2. Summary Strategy Teaching: The results indicates that utilizing interactive e-Books was more helpful to the students’ summary performance. The results found that the two groups’ scores did not demonstrate progress in a steady way. The cause may have been the difficulties of texts were not put under control. 3. Reading Attitude: The control group was significantly higher than the experi-ment group in summary strategy on learning attitude. This indicates that the control group’s preference for summary strategy on reading learning was significantly higher than that of the experiment group. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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