Dissertations / Theses: 'Traditional reading comprehension'

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Crescenzo, Erika Lynn. "Reading comprehension evaluated through electronic storybooks and traditional print storybooks /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Sjölander, Max. "Digital EFL reading versus traditional EFL reading in upper secondary school. : A study of reading comprehension in digital and print text." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35943.

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This study tested differences in reading comprehension between printed text and digital platforms. Two groups of upper secondary EFL students took eight tests, aiming to test their reading comprehension. The students took four tests in which they read traditionally and four in which they read digitally. The results of those tests were then compared using the percentage of correct answers, mean scores, and a t-test. The results showed slightly, but statistically insignificant higher scores in favor of the traditional test-takers. One test showed a statistically significant difference in favor of traditional test takers. The results were later discussed through relevant previous and related research. The reason for the difference in performance is, arguably, due to test mechanics.

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Marrone, Alicia. "The effects of enhanced e-books vs. traditional print books on reader motivation, comprehension, and fluency in an elementary classroom." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583026.

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Students today are spending a significant amount of time engaged in media activity, yet even with an increase of e-reader compatible smart devices, reading has not increased in popularity among elementary school age children. It is critical that students spend time engaged in meaningful reading activities to become proficient readers. Thus, as educators of these 21^st century learners, we must find a way to increase reader motivation and bridge the gap between home leisure activities and school activities. The objective of this study was to determine the impact of reading enhanced e-books on the iPad vs. traditional storybooks with regard to motivation to read, reading comprehension and fluency. Qualitative and quantitative methods of data collection were used, over a period of four weeks with 22 first grade student participants. The results of this study suggested that e-books are more appealing than traditional print books and as equally appealing, if not more appealing to students than educational apps. By the end of the study, all students were fluently reading books at least one guided reading level higher. The results from this study showed that students benefited from the combination of e-books and traditional storybooks, with this method resulting in increased fluency and comprehension among readers.

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Torok, Sanguansri. "Year 7 students' English reading comprehension and attitudes and behaviours: Collaborative genre-based versus traditional teaching methods in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/773.

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A new system-wide educational change has been introduced in Thailand that requires English as a foreign language (EFL) to be taught from primary to university level. This study investigates a genre-based method of teaching English to grade 7 secondary students in Thailand. The study was conducted in three phases. In phase 1, Rasch measures of reading comprehension (based on three kinds of genre texts) and of attitudes and behaviour towards genre-based learning of English were created for use in phase 2. An interval scale of 36 items (18 real and 18 ideal perspectives) was created from an original attitude and behaviour questionnaire of 96 items administered to a sample of 300 grade 7 students. With the some sample, an interval scale of reading comprehension for 18 items was created from an original sample of 60 items. In phase 2 of the study, a controlled experiment in teaching reading involving 90 students from three secondary schools in Ratchburi Thailand was implemented. The students from each school were assigned randomly to an experimental group (45) and a control group (45). The experimental group was taught by using genre-based rhetorical structures (narrative, journalistic, expository) while the control group was taught by a traditional teaching method. A great deal of care was taken to treat the experimental group and the control group the same in every respect except for the teaching method. During phase 3 a discussion group comprising the three heads of English departments and the three trainee teachers in the schools evaluated the results through focused discussions. Results indicated that the experimental group improved in English reading comprehension, and in attitudes and behaviour, significantly more than the control group. The discussion group recommended implementation of a genre-based teaching and learning programme for EFL in teacher training, based on the results. The findings have implications for the training of English teachers, administrators, and teacher educators in Thailand, and for future research in the measurement of educational variables.

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Ertem, Ihsan Seyit. "Investigating the effects of electronic CD-ROM storybooks and traditional print storybooks on reading comprehension of fourth grade struggling readers." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024076.

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Appert, Johanna. "Digital läsning och läsförståelse : En systematisk litteraturstudie om elevers digitala läsning och behov av undervisning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91369.

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Syftet med denna systematiska litteraturstudie är att studera vad aktuell forskning har kommit fram till om eventuella skillnader i läsförståelsen mellan traditionell och digital läsning och hur läsförståelsen hos grundskoleelever kan stödjas och utvecklas vid läsning på skärm. Materialet i studien bygger på 11 publikationer som tagits fram genom databassökning och manuell sökning via referenslistor. För att bearbeta och analysera resultatet gjordes en innehållsanalys. Studiens resultat är motstridiga avseende vilka skillnader som finns mellan läsförståelsen i traditionell och digital läsning. Det finns forskning som visar att läsförståelsen påverkas såväl positivt som negativt vid digital läsning, och det finns forskning som visar att det inte påverkar läsförståelsen om en text läses digitalt eller traditionellt. I studien framkommer också att de förmågor som krävs vid digital läsning är andra förutom de som krävs vid traditionell läsning. Studien visar även att när lärare inkluderar elevsamarbete i undervisningen påverkas elevers digitala läsförståelse positivt. Genomgången visar att forskning om hur lärare kan undervisa i att läsa och förstå digitala texter i klassrumssammanhang är otillräcklig, vilket pekar på ett fortsatt behov av forskning inom det området.

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Lage, Thomas Michael. "An exploratory study of computer assisted language learning (CALL) glosses and traditional glosses on incidental vocabulary learning and Spanish literature reading comprehension." [Ames, Iowa : Iowa State University], 2008.

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Wallgren, Rebecka. "Örat är vägen till hjärtat : En interventionsstudie om hur olika högläsningsmetoder kan påverka elevers hörförståelse." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53574.

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Högläsning är ett pedagogiskt verktyg med fördelar gällande såväl möten med olika texter som utvecklande av språkförståelsen. Traditionellt sker högläsning genom att någon läser högt för en grupp eller individ. Ljudböcker anses ha liknande fördelar som traditionell högläsning men det saknas forskning med elevresultat som stödjer antagandet. Avsaknaden av jämförelser mellan olika högläsningsmetoder blev grunden till studiens problemformulering. Syftet med den här studien är av den anledningen att bidra med kunskap om hur olika fall av högläsning kan påverka elevers hörförståelse. Studien har genomförts med kombination av både kvantitativ och kvalitativ metod genom en undersökning som beskrivs som en interventionsstudie. Studien utgår från framtagna hypoteser och fokuserar på den individuella uppfattningen, därför har den kognitiva teorin använts i analyserna. Materialet har samlats in genom enkäter som elever i åldrarna 8–10 har fått svara på efter att de lyssnat på en berättelse. I resultatöversikten framgår att de elever som lyssnat på digital högläsning med inlevelse har svarat bättre än de andra grupperna. I de enskilda frågorna är resultaten varierande och bidrar inte med någon definitiv slutsats. Studien bidrar dock med indikationer som både styrker den tidigare forskningen och ger bidrag till professionen genom att öppna upp för diskussioner om högläsningsmetoder och vilka fördelar som finns med de olika metoderna.
Reading aloud is a pedagogical tool with advantages regarding interaction with different text types as well as language development. Traditionally, reading aloud refers to someone reading aloud to a group or individual. Audiobooks are considered to have similar benefits as traditional reading aloud, but there is a lack of research on student results to support that assumption. The lack of comparisons between different reading aloud methods became the basis for this study’s focus. Therefore, this study aims to contribute with knowledge about how different reading aloud methods can affect students listening comprehension. The study is a combination of quantitative and qualitative methods and is described as an intervention study. The study is based on hypotheses and its focus rests on the individual perception, therefore, the cognitive theory is used in the analysis. The material has been collected through surveys that students aged 8-10 answered after listening to a story. The overall results indicate that audiobooks have the most positive impact on student’s comprehension. The results do not contribute to a definitive conclusion but it contributes with implications that both strengthen previous research and provide a contribution to the profession by opening up for discussions about reading aloud methods and their benefits.

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DeVore, Trenton Michael Tremains. "Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.

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Arredondo-Montoya, Celina Lynn. "Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/999.

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This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.

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Åkerblom, Rikard. "Framtidens läsande i skolan. Traditionellt eller digitalt? : En studie om skillnader i traditionell bokläsning kontra digitalt." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72266.

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The purpose of this study was to investigate distinctive factors when using digital literature against traditional textual literature as well as students' view of reading in digital form to-wards traditional written text. The theoretical starting points for learning in this study are based on the pragmatic and socio-cultural perspective. The results reported in this study have been derived from the data collection methods observation, questionnaire and a reading com-prehension test. The study is performed in four grade 3 classes. The results of this study indi-cates that the participating pupils' attitudes are more favourable to traditional reading than to reading with digital reading media.
Syftet med denna studie var att undersöka särskiljande faktorer vid nyttjande av digital littera-tur gentemot traditionell textad litteratur samt elever syn på läsande i digital form gentemot traditionell skriven text. De teoretiska utgångspunkterna för lärande i studien, utgår från de pragmatiska samt sociokulturella perspektiven. De resultat som redovisas i studien har utkom-mit från datainsamlingsmetoderna observation, enkät samt ett läsförståelsetest. Studien är ut-förd i fyra årskurs 3 klasser. Resultaten av denna studie pekar på att de deltagande elevernas attityder är mer gynnsamma mot traditionell läsande än mot läsning med digitalt läsmedia.

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Blick, Adam. "Läsförståelse genom skärm och papper : En kvantitativ studie om elevers läsförståelse av traditionell papperstext och digital text." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84551.

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Studien tar avstamp i tidigare undersökningar om textmediers olika effekter och söker att svara på hur elevers läsförståelse påverkas av att läsa texter genom olika textmedium. Studien ville specifikt svara på om elevers inställning till textmediet de använder kan påverka deras läsförståelseförmåga. För att svara på detta användes material från tidigare PISA-undersökningar för att konstruera ett läsförståelsetest som undersökningsgruppen fick göra genom att läsa texter via en skärm eller en vanlig papperstext. Till studien fick undersökningsgruppen även svara på om en enkät där de fick beskriva sina upplevelser av läsning genom olika textmedium. Undersökningsgruppen bestod av sammanlagt 56 elever i årskurs 9. Resultaten visade att elevers inställning till textmediet kan ha påverkan på läsförståelseförmågan, och att elever med en preferens för traditionella papperstexter hade i genomsnitt bättre resultat på läsförståelsetestet. Undersökningens enkät visade att en majoritet av eleverna hade en preferens för papperstext, och att digitala texter generellt upplevdes vara mer obekväm att läsa.
This study uses previous studies about the different effects of text mediums as a starting point and seeks to answer how the reading comprehension of students is affected by reding texts through different textmediums. The study specifically sought to answer whether the reading comprehension of students is affected by their attitude towards the text medium being used. To answer this, the study used material from previous PISA-studies to construct a reading comprehension test which the surveyed group worked with by reading texts either through a screen or a traditional print-based text. The surveyed group also answered a survey where they got to describe their experiences of reading through different textmediums. The group was made up of 56 students in 9th grade. The results showed that students’ attitude towards text mediums may have affected reading comprehension, and that students with a preference for print-based texts had slightly higher average score on the reading comprehension test. The survey showed that a majority of students had a preference for print-based text, and that digital texts was generally considered to be less comfortable as a text medium.

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Hung, Wan-chen, and 洪婉甄. "The Different Effects of Traditional Picture Book and Interactive e-Storybook on Kindergarteners’ Reading Comprehension and Reading Attitude." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/k7wrvw.

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碩士
國立臺灣科技大學
數位學習與教育研究所
102
The aims of this study were to investigate the different effects of traditional picture book, interactive e-storybook, and different backgrounds variables (genders, multi-media prior experience) on kindergarteners’ reading comprehension and reading attitudes, and to explore whether there is a significant correlation between reading comprehension and reading attitude. Quasi-experimental design was conducted for the current study with 30 five-year-old participants from a kindergarten in Taiwan. The subjects were divided into two groups: children read the story on an interactive e-storybook (the experimental group) and children read the story on a traditional picture book (the control group). Statistical analyses including independent t-test and Pearson product-moment correlation were used in the study. The whole experiment was recorded by a VCR, and the qualitative data were also analyzed. The results of this study were revealed as the following: (1) For the experimental group, the differences of multi-media prior experiences didn’t affect their scores on reading comprehension. (2) Children who used an e-storybook got better scores on reading comprehension and textually explicit than children in the control group. (3) There were no significant differences between genders on the scores of reading comprehension and reading attitude. (4) No significant correlation was found among reading comprehension, reading attitude, and reading responses. (5) Children who read an e-storybook could retell more literal information and provide better responses to the open-ended questions compared to the control group. (6) Children from both groups prefer more interactive content design. Finally, according to the results of this study, some suggestions were provided for the educators, writers of the children’s storybooks, and future researches.

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Lin, Yi-jun, and 林怡君. "The difference of reading interactive CD-ROM storybooks and traditional printed storybooks on elementary students’ reading comprehension and story retelling ability." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93680332356881632472.

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碩士
國立臺南大學
教育學系課程與教學碩士班
94
The purpose of this study was to explore the effect of reading interactive CD-ROM storybooks and traditional printed storybooks on elementary school students’ reading comprehension and story retelling. Two classes of students (69 third-graders) were selected randomly from a public elementary school in Tainan country. Following quasi-experimental method, one class (35 students) was assigned to interactive CD-ROM group; the other class (34 students) was assigned to printed storybook group. “A story comprehension test”, “a story retelling sheet” and semistructured interview were used as the instruments. T-test was used to analyze the data. The results indicate that: (1) The third graders who read 「Fool’s gold」and 「The fish who could wish」printed storybooks were significantly higher than children using interactive CD-ROM storybooks. (2) Children’s story retelling abilities, in both interactive CD-ROM group and printed storybook group, reveal no significant difference. In accordance with the main discoveries and conclusion from this study, suggestions for school, teacher, parents, and the relevant studies in the future are put forward.

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March, George Stephen. "Multimedia CD-ROM storybooks and traditional print storybooks : a comparison of the reading comprehension and attitude of third grade students." Thesis, 1999. http://hdl.handle.net/2429/9066.

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The purpose of this study was to compare the reading comprehension of students who read children's storybooks published on paper to the reading comprehension of a second group of students reading the same titles published on multimedia CD-ROM. This study also compared the reading attitude of students prior to reading CD-ROMs to the reading attitude of the same students after reading CD-ROMs. The subjects were 25 third grade students placed in matched pairs according to gender and performance on a reading comprehension test. Each interactive storybook has a corresponding print version with identical text and illustrations. Each subject read a total of two storybook titles in print and two storybooks titles on CD-ROM over the four week study period. CD-ROM storybooks featured student controlled word and sentence pronunciation, simultaneous highlighting of text with audio narration and vocabulary help whereas the researcher provided, when requested by a student, vocabulary and pronunciation support for the print groups. Twelve open-ended comprehension questions answered in writing were used to measure reading comprehension for each title. Based on a ninety-five percent confidence level (p <.05), results of the data analysis revealed that students reading books on interactive CD-ROMs performed significantly better than students reading books in print. Results of the reading attitude survey indicated no difference in reading attitude after exposure to interactive CDROMs. Additional analyses revealed that boys and subjects reading below grade level performed significantly better when reading CD-ROM books than when reading books in print. Subjects answering textually explicit and scriptually implicit questions performed significantly better with books on CD-ROM than books in print.

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YU, CHIA-YEN, and 游佳諺. "The Comparison of CAI and Traditional InstructionPrograms on the Effects of Reading Fluency and Comprehension of Children with Attention Deficit Hyperactivity Disorder." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/61557329270568502448.

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碩士
國立臺北教育大學
特殊教育學系碩士班
96
Abstract The purpose of this study was to compare effects of using a computer-assisted instruction (CAI) and traditional instruction on the reading fluency and comprehension of children with attention deficit hyperactivity disorder through alternating treatment design of single subject. The independent variables were computer-assisted instruction and traditional instruction programs. The dependent variables were reading fluency and reading comprehension. Data were analyzed by visual analysis. The major findings were summarized as follows: 1.Reading fluency of children with ADHD could be promoted by both traditional instruction and CAI programs. 2.Children with ADHD performed better on their reading fluency when using the strategy of CAI program. 3.Reading comprehension of children with ADHD could be promoted by both traditional instruction and CAI programs. 4.Children with ADHD performed better on their reading comprehension when using the strategy of CAI program. According to these findings, some suggestions were provided for the teachers, school administrators and future researchers.

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CARIOLI, STEFANIA. "Nel labirinto dei link. Dai “vincoli” della linearità alla complessità della lettura online." Doctoral thesis, 2016. http://hdl.handle.net/2158/1036172.

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The analysis of the transformations occurring in the world of reading and the comparison between traditional reading and online reading are the central themes of this research. If, in a certain historical and cultural season, reading hypertext has seemed to correspond to a more active role of the reader, to his release from the "constraints" presumably cumbersome linear texts, a growing body of empirical data found that the hypertextual formats, often results in disorientation and cognitive overload. The latest studies on the online reading comprehension confirm these early findings and reveal further complexities related to the typical features of the Web. By combining a thoughtful intent and a more operational way, this analysis focuses on the processes involved in the new form of online reading, coming finally to explore the effects of using a metacognitive technique (Think Aloud) to teach to move strategically on the Internet. In many respects, the results of this study have confirmed the validity of a program for online reading teaching once the young reader has passed the stage of '"learning to read" and has made entry into the the "reading to learn." It is, now, to further expand this knowledge base.L'analisi delle trasformazioni intervenute nell'universo del leggere e il confronto fra lettura tradizionale e lettura del corpus ipertestuale online sono i temi centrali di questa ricerca. Se, in una certa stagione storico-culturale, la lettura di ipertesti è sembrata corrispondere a un ruolo più attivo del lettore, a una sua liberazione dai “vincoli” presumibilmente ingombranti dei testi lineari, una mole crescente di dati empirici ha rilevato che l'organizzazione in forma reticolare, spesso, si traduce in disorientamento e maggiore impegno cognitivo. Gli studi più recenti sulla comprensione della lettura dei testi online confermano tali prime evidenze e svelano ulteriori complessità legate alle tipicità del Web. Abbinando un intento teorico e riflessivo a un proposito di carattere più operativo, l'analisi si sofferma sui processi implicati nella nuova forma di lettura, giungendo infine a esplorare gli effetti dell'uso di una tecnica metacognitiva per insegnare a muoversi strategicamente in rete. Gli esiti di questo studio hanno, per molti aspetti, confermato la validità di un percorso che prevede un insegnamento all'elaborazione dei testi online una volta che il giovane lettore ha superato la fase dell'“imparare a leggere” e ha fatto ingresso in quella del “leggere per imparare”. Si tratta, adesso, di ampliare ulteriormente questa base conoscitiva.

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Lamanno, April Arthur. "Exploring the use of graphic novels in the classroom does exposure to non-traditional texts increase the reading comprehension skills and motivation of low-functioning adolescent readers? /." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2005/index.html.

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Dissertations / Theses on the topic 'Traditional reading comprehension'

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