佳穎12.10 v.3
Transcript of 佳穎12.10 v.3
Presenter: Jessica Wu
Instructor: Dr. Pi-Ying Hsu
Date: December 10, 2012
Citation
Doty, D. E., Popplewell, S. R., & Byers, G. O. (2011).
Interactive CD-ROM storybooks and young readers’
reading comprehension. Journal of Research on
Technology in Education, 33(4), 374- 384.
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Contents
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Introduction
Purpose
Literature review
Methodology
Result & conclusion
Introduction
The researchers wanted to determine if sight word
recognition and instructional reading levels could be
increased through the use of talking electronic books.
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Introduction
Evidence from this study indicates that the use of CD-
ROM storybooks can have a positive effect on reading
comprehension for young readers.
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Purpose
To determine if there was a difference in the level of
young readers’ reading comprehension when one
group of students read an interactive CD-ROM
storybook and another group of students read the
same story from a conventionally printed book
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Literature review
Reading comprehension is a process by which the reader constructs meaning by interacting with text .
(Anderson & Pearson, 1984;
Rumelhart, 1976)
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Literature review
The researchers indicate that the use of interactive CD-ROM storybooks may help improve reading comprehension for elementary students.
(Greenlee-Moore & Smith, 1996;
Matthew, 1996, 1997)
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Hypothesis 1
There will be no significant difference between the mean
scores of reading comprehension on oral retellings for
students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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Hypothesis 2
There will be no significant difference between the mean
scores of reading comprehension on a comprehension test
for students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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Methodology
39 second-grade students from Title I elementary
school
in the U.S. Midwest
A book
CD-ROM storybooks
Retellings
Comprehension questions
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Methodology
participants
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The text group
• 19 students
The computer Group
• 20 students
Instruments and procedures
The Text Group
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read
story
1.Retell the story
2.What the story
was about
3.The events in the
story
Ask some
questions
Instruments and procedures
The computer Group
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How to
use the
computer
1.Retell the story
2.What the story
was about
3.The events in
the story
Ask some
questions
Instruments and procedures
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reading comprehension
Oral retellings
Six comprehension
• Audiotape
Instruments and procedures Oral retellings
Morrow’s 10-Point Scale
Sense of story structure
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Setting
a. Begins story with an introduction 5
b. Names main character 9
c. Number of other characters named 7
d. Actual number of other characters 6
e. Score for other characters 10
f. Includes statement about time or place 8
Theme
Refers to main character’s primary goal or problem to be solved.
Plot Episodes
a. Number of episodes recalled 6
b. Number of episodes in story 8
c. Score for plot episodes (a/b) 5
Resolution
a. Names problem solution/ goal attainment 9
b. Ends story 5
Instruments and procedures
Six comprehension
questions
3 literal
3 inferential or critical
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Instruments and procedures Comprehension Questions for Thomas’ Snowsuit
Why didn’t Thomas want to wear his snowsuit?
If you had been the teacher in the story, what would you have done to encourage Thomas to put on his snowsuit?
Why do you think Thomas put on his snowsuit right away when someone on the playground called his name?
Where did the principal move to at the end of the story?
Why would the principal move to a place like Arizona?
Could this story have really happened? Why? Or why not?
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Result An Analysis of Covariance (ANCOVA)
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Result H1: There will be no significant difference between the
mean scores of reading comprehension on oral retellings
for students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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Result
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Result
There will be no significant difference between the mean
scores of reading comprehension on a comprehension test
for students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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Conclusion
It is hoped that the use of interactive CD-ROM
storybooks will help children construct
meaning with text, so they can truly become
readers.
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Reflection
The study used only one book with each student one time.
The interactive CD-ROM storybooks were programmed so the story could not be read to the students.
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Thanks for listening.
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