論文寫作二報告

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論文寫作二報告

  1. 1. Reading electronic books as a support for vocabulary, story comprehension andword reading in kindergarten and first grade<br />Presentor: Chia-Hsiu Eunice Lai<br />Instructor: Dr. Pi-Ying Teresa Hsu<br />Date: April 27, 2011<br />1<br />
  2. 2. Citation<br />Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computer & Education, 55, 24-31.<br />2<br />
  3. 3. Contents<br />I<br />Introduction<br />II<br />Literature Review<br />III<br />Methodology<br />Results<br />IV<br />V<br />Conclusions<br />Reflection<br />VI<br />3<br />
  4. 4. Children of today who live in a highly technological era may be exposed to books not only through an adult’s reading, but also by independently activating electronic storybooks (e-books) which are available on the internet or on CD-ROMs.<br />4<br />Introduction<br />
  5. 5. 5<br />Introduction<br />
  6. 6. In Israel, 42% of middle socioeconomic status mothers reported that their pre-school children have e-book software at home.<br /> (Or, 2009) <br />6<br />Introduction<br />
  7. 7. There is an enormous difference in the vocabulary volume between young children, and that this affects their future literacy and academic progress.<br /> (Chall, Jacobs, & Baldwin, 1990; Hart & Risley, 1995; Snow, <br /> Burns, & Griffin, 1998)<br />7<br />Literature Review<br />
  8. 8. Literature Review<br /> Kindergarten children who worked independently with this software showed that a short period of activating this software significantly improved their word meaning knowledge.<br /> (Korat, 2009; Korat & Shamir, 2007; Korat & Shamir, 2008)<br />8<br />
  9. 9. Purpose of this study<br /> To investigate the extent to which a considerate e-book can support kindergarten children’s language (vocabulary and story comprehension) and word reading compared to first graders<br />9<br />
  10. 10. 10<br />Research questions<br />1. Do the educational e-book can support young <br /> children’s vocabulary, story comprehension and <br /> early word reading?<br />2. Do this support differ for kindergarten children <br /> compared to first graders?<br />
  11. 11. 11<br />Methodology<br />
  12. 12. 12<br />5 e-book reading sessions<br />Kindergarten<br />first grade<br />Working and playing with the computer <br /> 20-25min/1 session<br />reading writing words short texts storybooks<br />storybooks educational games<br />
  13. 13. 13<br />Measures<br />
  14. 14. 14<br />
  15. 15. 15<br />Measures<br />
  16. 16. 16<br />4 = correct reading of the word<br />3 = two correct sound or letters of the word<br />2 = one correct sound or letter of the word<br />1 = reading another word or saying ‘‘I don’t <br /> know” <br />total scores 1–36<br />
  17. 17. 17<br />Measures<br />
  18. 18. 18<br />Questions:<br /> 1. When Yuval gets up in the morning he stretches his arms, <br /> collects his clothes and gets dressed.<br /> 2. All the things that happened to Yuval were caused <br /> because he is not well organized.<br />Each correct answer received a score of 1. <br />
  19. 19. 19<br />Measures<br />
  20. 20. 20<br />2 = very similar to the story content<br />1 = only partially similar to the page content<br />0 = not similar to the story content at all<br />
  21. 21. 21<br />Analytical tool<br />
  22. 22. 22<br />Results<br />The kindergarten children mak great progress with the e-book compared to the others.<br />
  23. 23. 23<br />Results<br />The improvement in word reading was greater in the<br />kindergarten group than in the first grade group.<br />
  24. 24. 24<br />Results<br />Words read from the book<br />Idioms said from the book<br />Story similarity to the original story<br />T-test results show that first graders significantly outperformed kindergarten children in the three measures.<br />
  25. 25. 25<br />Results<br />The children from both age groups would benefit from the activity with the e-book compared to the control group.<br />The kindergarten children exhibited more significant progress in word reading than the first graders.<br />
  26. 26. 26<br />Results<br />First graders presented significantly higher results in the more demanding task of story production.<br />
  27. 27. 27<br />Conclusion<br />Independent e-book reading by children can be an enjoyable and fruitful activity.<br />Kindergarten children as well as first graders benefit from this type of software even after a short intervention of five readings.<br />
  28. 28. 28<br />Reflection<br /> The research is helpful for <br /> teaching in early education.<br />
  29. 29. 29<br />Reflection<br />The researcher did not mention <br /> how long the procedure took.<br /> The measure tool of the study <br /> used e-book system, but the <br /> control group did not familiar <br /> with the system.<br />
  30. 30. Thank you for listening!<br />

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