佳穎12.10 v.3
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    佳穎12.10 v.3 佳穎12.10 v.3 Presentation Transcript

    • Presenter: Jessica WuInstructor: 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. 2
    • Contents Introduction Purpose Literature review MethodologyResult & conclusion 3
    • Introduction The researchers wanted to determine if sight word recognition and instructional reading levels could be increased through the use of talking electronic books. 4
    • Introduction Evidence from this study indicates that the use of CD- ROM storybooks can have a positive effect on reading comprehension for young readers. 5
    • 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 6
    • Literature review Reading comprehension is a process by which the reader constructs meaning by interacting with text . (Anderson & Pearson, 1984; Rumelhart, 1976) 7
    • 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) 8
    • 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. 9
    • 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. 10
    • Methodology39 second-grade students in the U.S. Midwest from Title I elementary school A book Retellings CD-ROM storybooks Comprehension questions 11
    • Methodology participants The computer The text group Group • 19 students • 20 students 12
    • Instruments and procedures The Text Group 1.Retell the story read 2.What the story was about Ask some story 3.The events in the questions story 13
    • Instruments and procedures The computer Group 1.Retell the story How to 2.What the story use the was about Ask some computer 3.The events in questions the story 14
    • Instruments and procedures Oral retellings readingcomprehension Six comprehension • Audiotape 15
    • Instruments and procedures Oral retellings Morrow’s 10-Point Scale Sense of story structureSetting Theme Plot Episodesa. Resolution with an introduction Begins story 5b. Names main character recalled goal or problem to9be Refers to main character’s primary a. Number of episodes 6 solved. of other characters namedc. Number problem solution/ goal attainment a. Names 798 b. Number of episodes in story b. Ends storyd. Actual number of other characters 655 c. Score for plot episodes (a/b)e. Score for other characters 10f. Includes statement about time or place 8 16
    • Instruments and procedures 3 literal Sixcomprehension questions 3 inferential or critical 17
    • 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? 18
    • Result An Analysis of Covariance (ANCOVA) 19
    • 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. 20
    • Result 21
    • 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. 22
    • 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. 23
    • 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. 24
    • Thanks for listening. 25