Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Online reading comprehension.
Дисертації з теми "Online reading comprehension"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-40 дисертацій для дослідження на тему "Online reading comprehension".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Baker, Ryan Chaparro Barbara. "The effects of multiple column online text on reading speed, reading comprehension, and satisfaction." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences."May 2005." Title from PDF title page (viewed on August 8, 2006). UMI number: AAT 3189236 Thesis advisor: Barbara Chaparro. Includes bibliographic references (leaves 73-80).
2
Bowyer-Crane, Claudine. "The relationship between reading comprehension and online inference generation in children." Thesis, University of York, 2002. http://etheses.whiterose.ac.uk/14165/.
Повний текст джерела
3
Salazar, Anne Bolls Paul David. "The effects of text complexity and complex graphical elements on readers' text comprehension of online science articles." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6565.
Повний текст джерелаАнотація:
The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on December 18, 2009). Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.
4
Holleran, Theresa Ann. "Use of strategies for the comprehension and retention of nonfiction text in computer environments." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070467121.
Повний текст джерела
5
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.
Повний текст джерелаАнотація:
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.
6
Drobisz, Jack. "The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6695.
Повний текст джерелаАнотація:
This research examined how four different animated pedagogical agent implementations, which focus on perceptual and inquiry arousal conditions of attention as defined in Keller’s ARCS model of motivational design (Keller, 2009), impact English language learners' situational interest, cognitive load, and reading comprehension in online readings tasks. Animated pedagogical agents (APA) are computer characters embodied with speech, gestures, or movement (Sweller, Ayres, & Kalyuga, 2011), which according to cognitive-affective theory of learning with media (CATLM; Moreno, 2005; Moreno & Mayer, 2007), can provide a mechanism for triggering situational interest in reading materials through different arousal conditions. In this study, perceptual arousal and inquiry arousal were implemented in two different levels within four APA conditions: high perceptual arousal and high inquiry arousal condition, high perceptual and low inquiry condition, low perceptual and high inquiry condition, and low perceptual and low inquiry condition. Study outcome variables included situational interest, cognitive load, and reading comprehension. Situational interest is a psychological construct defined as a specific person-to-topic relationship, which is triggered by the instructional environment during the first stage of a 4-phase model of interest development (Hidi & Renninger, 2006; Krapp, 2002). In this study, situational interest was operationally defined as a self-reported degree of attention and an affective reaction to environmental stimuli; situational interest was measured using a 6-item, 5-point Likert-scale instrument adopted from Rotgans and Schmidt’s (2011b) experiment. Cognitive load is defined in cognitive load theory as a mental effort in working memory, part of which may contribute to formation of mental schemas in long-vi term memory structures (Sweller et al., 1998, p. 259). In this study, three types of cognitive load were examined, including extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The three types of cognitive load were operationally defined as self-reported complexity, clarity and effectiveness of the presentation, and increase in knowledge and understanding of a topic. The three types of cognitive load were measured using a 10-item, 11-point Likert-scale questionnaire, which was validated in prior studies (Leppink et al., 2013). The last outcome variable, reading comprehension, was measured using multiple-choice recall and understanding questions included with each original text passage. This study did not find any evidence of perceptual or inquiry arousal effects on situational interest, however, disordinal interaction between perceptual and inquiry arousal levels on germane cognitive load was found. Also, a main effect of inquiry arousal levels on reading comprehension was discovered.
7
Chomchaiya, Chayapon. "An investigation into the development of English language reading comprehension among Thai undergraduate students using an online blended learning approach." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/2443.
Повний текст джерелаАнотація:
This study investigated the use of a blended learning approach to the teaching of English reading comprehension in a Thai university. The study revealed while Thai learners experienced many difficulties with developing their reading comprehension, the blended learning program assisted in reducing the difficulties they experienced. The study also revealed that participants not only made significantly higher progress in the blended learning program but also enhanced their capacity for autonomous learning.
8
Alsofyani, Abrar H. "Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7729.
Повний текст джерелаАнотація:
For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the study investigates the impact of teaching metacognitive strategy-based discussion and collaborative learning on students’ application of the reading strategies. It also investigates the influence of metacognitive strategy-based discussion (MS), collaborative learning (CL), and the combined use of MS and CL on EFL learners’ reading comprehension. Since an e-book dialogic environment epitomizes the main tenets of this study, the study equally explores how Saudi EFL learners perceive the effectiveness of the multimedia e-book environment on their overall reading comprehension. The participants were 115 Saudi female students at the intermediate college-level from the English Language Institution at a Saudi University. A mixed-methods quantitative-qualitative approach was employed. The findings showed impactful results for learners’ application of the reading strategies after being exposed to the treatment. Significant results were found on the effect of the metacognitive strategy-based discussion on learners’ reading comprehension. Collaborative learning showed a statistically significant influence on participants’ reading comprehension. However, the results did not show interaction between the MS and CL on students’ reading comprehension. Although teaching the MS with CL showed positive impact on students’ final reading scores, more research is needed to prove the efficacy of teaching MS with CL. The qualitative findings revealed that the MS-based discussion and collaborative learning was beneficial for EFL students in improving focus on the text, use of strategies, comprehension and reading performance. Participants evaluated the multimedia e-book features of discussion board, videos, glossing and illustrations based on their effectiveness. Both advantages and disadvantage of the e-book environment are addressed and compared to the traditional face-to-face classroom. The study concludes with pedagogical implications for EFL instructors, learners, and future researchers, and also provides limitations and recommended future research recommendations.
9
Andersson, Angelica, and Cecilia Patriksson. "Är det så att det en kan göra bra, kan två göra bättre? : En kvalitativ studie om hur elever skapar mening och kunskap genom samspel vid läsning via digitala medier." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40047.
Повний текст джерела
10
Cloe, James H. Jr. "An Evaluation of Electronic Annotated Readers for First Graders in Chinese Dual Immersion to Improve Reading Comprehension and Character Recognition." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3401.
Повний текст джерелаАнотація:
This study is an evaluation of online annotated readers developed for first grade students enrolled in Chinese immersion. The electronic readers were created to provide additional input to immersion students, who had little time in class for Chinese character reinforcement. The students accessed online readers from their homes and took assessments before and after each reader to test for improved character comprehension. In addition, students were divided into treatment and control groups. The treatment group had annotated electronic readers with audio and games. Conversely, the control group did not have annotations but audio was included. Results demonstrate a significant difference between preliminary and post-assessments, suggesting that students comprehended more characters after reading. No significant differences were detected between the control (non-annotated) and treatment (annotated) groups. Additional data collected from parent surveys provide useful demographics about subjects' socio-cultural and language variables as well as highlight parental desires for more support and help-aides. Computer Assisted Language Learning (CALL) in relationship to young immersion students learning Chinese is also discussed. Results suggest that online annotated readers can be an important resource for students who have limited instructional time in the classroom and little opportunity to receive help at home.
11
Qenaey, Yahya Ali. "The effects and usefulness of blending asynchronous online discussion with face-to-face classes on students’ reading comprehension, participation and learning at first year of secondary school in Saudi Arabia." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12473.
Повний текст джерелаАнотація:
This study examined the effects and usefulness of blending asynchronous online discussion (AOD) with face-to-face (FTF) reading classes on first-year Saudi Arabian secondary school students’ Arabic reading comprehension, participation, interaction and learning processes. A sequential mixed methodology approach was applied, including quantitative and qualitative research data collection and analysis. Two teachers and 64 students participated. The first part involved a quasi-experimental quantitative design with two groups to examine the impact of BL on students’ comprehension scores. In the control group, 32 students participated in traditional FTF learning only. In contrast, 32 students in the experimental group participated in both FTF and AOD learning via 12 online group discussions over six weeks. Both groups were given the same pre-and post-comprehension tests. The second part involved qualitative semi-structured interviews with 16 students from the experimental, blended group and the two teachers. The third part involved quantitative and qualitative analysis of the AODs. The main finding of this study was that students in the experimental BL group did not improve significantly more than those in the FTF group in overall comprehension post-test scores, or literal, inferential and evaluative comprehension sub-levels. However a comparison within groups revealed that the experimental BL group demonstrated a significant improvement in test scores for overall and all sub-levels of comprehension while students in the control, FTF group only improved significantly in overall and literal comprehension. Overall, this study concludes that although there was no significant effect of blending AOD with FTF reading classes in terms of students’ reading comprehension compared to FTF learning, the integration of AOD design has the potential to benefit students’ participation, learning about comprehension strategies, and interaction. However, there were some challenges that must be considered. A number of recommendations are provided for designing effective AOD activities to support teaching and learning in Arabic reading classes.
12
Parrott, Deborah Johns, Joanna Anderson, and Renee Lyons. "Power Up the Connection: Multimedia Resources to Engage All Readers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/392.
Повний текст джерелаАнотація:
Attendees will learn free, specific multimedia resources to entice children to read as well as to improve fluency in vocabulary and comprehension. The majority of young readers are captivated by mobile devices and the Internet. Why not use this to our advantage in reading instruction. Join us to discover games, websites, and apps that engage children and improve phonemic awareness, spelling, vocabulary development, and comprehension.
13
Chiang, Yu-Hsin, and 蔣妤昕. "Fostering College Students’ Reading Comprehension with Online Annotations." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99133561458730878029.
Повний текст джерелаАнотація:
碩士國立雲林科技大學
應用外語系碩士班
102
Studies regarding online annotation suggest that incorporating with online annotation exercises in reading instruction can improve students’ reading comprehension. However, little research has addressed how students used online annotations to support their reading comprehension. Therefore, this study adopted Reciprocal Teaching (RT) as instructional framework to explore the reading processes of how students used online annotations to support their reading comprehension, and the difficulties and solutions the students had in using online annotations to attain reading comprehension. 54 non-English major college students from different departments in a technological university were recruited as participants to experience a 14-week online annotation exercise with RT instructional design. The collected data included the students’ scores from pre- and post-tests, their trace results from Google Docs, and the completed open-ended questionnaire. Pre- and post- tests were adopted to examine the effectiveness of online annotations in enhancing students’ reading comprehension. Students’ trace results from Google Docs and the open-ended questionnaire were used to analyze the processes of how students used online annotations to support their reading comprehension, and to explore the difficulties and solutions the students had in using online annotations to attain reading comprehension. Results of this study first revealed that college students enhanced their reading comprehension after using online annotations in RT. Second, the students who made more progress and less progress in reading comprehension demonstrated similar reading patterns while reading with online annotations, in terms of the predicting, clarifying, questioning and summarizing tasks. The major differences between the students who made more progress and less progress are identified. Those who made more progress were students who frequently reviewed and revised their previously annotated predictions, vocabulary, main ideas and summaries. Moreover, the students who made more progress were more active in viewing peers’ annotations as well as providing comments on their annotations. Third, the results of the open-ended questionnaire showed that most of the students had difficulties in the predicting and summarizing tasks, due to their insufficient vocabulary sizes that prevent them from making a prediction, and the failure to identifying important sentences and the retrieval of information that stop them from constructing a summary. Their solutions mainly asked the teacher or their peers for help through the online chat room, viewed peers’ annotations, or searched for online dictionary or resources, such as Wikipedia to solve their difficulties.
14
Chao, Tsung-kai, and 趙崇凱. "Online learning for reading comprehension with reciprocal teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38045026205457209329.
Повний текст джерелаАнотація:
碩士國立雲林科技大學
資訊工程研究所
97
This research aims to investigate the effects of reciprocal teaching on students’ comprehension of reading English. Reciprocal teaching is an instructional activity that takes place in the form of a dialogue between teachers and students. The dialogue is structured by four strategies: predicting, clarifying, question generating and summarizing. A reciprocal teaching & learning online system is proposed as a means to engage students in practicing these four strategies. With in-class instruction and online practice in an empirical experiment, students seemed to develop their metacognitive skills. Based on the findings, some implications for reading instruction and future revision of the online system are suggested.
15
Luo, Wan-Chen, and 羅婉珍. "An Investigation of Online Reading Strategy Use, English Proficiency, and Reading Comprehension in an Online Annotation System." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/752wq2.
Повний текст джерелаАнотація:
碩士國立交通大學
英語教學研究所
101
Studies on reading strategies have long been considered important in L2 reading instruction; however, there have been relatively few studies focusing on the use of online support reading strategies and the effectiveness of these strategies on comprehension among readers with variety in proficiency. As an application for computer-assisted language learning (CALL), Online Reading Annotation System (ORAS) offers a context for collaborative learning for online reading. Through this system, learners can make online annotations for the same reading texts and share these annotations with other users. The present study has three purposes: (1) investigating the use of online support reading strategies by EFL proficient and less proficient readers, (2) delving into the impact of use of online support reading strategies on reading comprehension, and (3) exploring readers’ perceptions of the effectiveness of the support reading strategies for online reading. The study involved 50 participants drawn by convenience sampling from five colleges. Through the placement test, the high-intermediate GEPT reading test, they were divided into High proficiency group and Low proficiency group, whose heterogeneity was confirmed by the results of the independent t-test. They were required to read two online passages, take reading comprehension tests, as well as complete a survey Twenty-five volunteer participants attended an interview within one week after their accomplishment of the reading tasks. To collect data for readers’ use of online support reading strategies, a tracking system was applied to record each participant’s browsing behavior in accomplishing each reading task. The data of both groups’ strategy use were collected and analyzed with descriptive statistics and independent sample t-test. Pearson correlations were calculated to gauge the relationship between both groups’ use of online support reading strategies and their reading comprehension. Eventually, to interpret participants’ feedback on their perceptions to the effectiveness of these strategies from the post-survey and interview, both descriptive statistics and perception analysis were adopted. The results concerning both groups’ strategy use revealed that Dictionary strategy constituted the predominant proportion in their application of online support reading strategies, and that Question strategy was the least used one. With regard to the impact of strategy use on reading, the results showed that there are no statistically significant positive correlation between them. However, the findings of independent sample t-test presented that Low proficiency group’s need of online support reading strategies significantly exceeds that of High proficiency group. Concerning the effectiveness of the online support reading strategies, the findings of the survey and interview revealed most participants’ positive perceptions of strategy use for their online reading. They even showed their support towards the incorporation of these support reading strategy functions with a website into their English learning programs. The findings of the study revealed significant pedagogical implications. To begin with, before learners’ engagement in online reading, teachers should equip them with instruction of online reading strategies to facilitate their comprehension. Second, with the assistance of online support reading strategies, the online reading website could be a potential platform, where the teaching-learning effect could be maximized. For future research, several suggestions are also made based on the results of this study. First, class setting could be adopted so that all the participants will be allowed to share online annotations simultaneously. Next, the length of study could be expanded; therefore, the results of the correlation between strategy use and reading comprehension would be more significant and meaningful. Last, incorporation of other reading strategies, such as global strategies and problem-solving strategies, could be carried out. Consequently, the exploration of the effect of strategy use on reading performance would be more comprehensive. Keywords: online reading, online annotation system, online reading strategy, English proficiency, reading comprehension
16
Baker, Ryan. "The effects of multiple column online text on reading speed, reading comprehension, and satisfaction." Diss., 2005. http://hdl.handle.net/10057/500.
Повний текст джерелаАнотація:
This study examined the effects of the number of columns and type of justification on reading speed, reading comprehension, and satisfaction for online text. Sixty-six participants read a single narrative passage of approximately 2200 words presented in one of six conditions: one, two, or three columns and full- or left-justification. Results from this study found that reading speeds for the two-column full-justified condition and one-column left-justified condition were fastest overall. Fast readers performed best under the two-column full-justified condition, and slow readers performed best under the one-column left-justified condition. No significant differences were found for overall satisfaction or comprehension. Further studies are needed to examine the importance of individual difference in reading ability on online reading performance."May 2005."
Thesis (Ph.D.)--Wichita State University, Dept. of Psychology
17
Yu, Yung-Chia, and 俞永嘉. "The Effects of Integrated Online Specific-task Reading Strategies on Reading Processes and Comprehension." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/19982400069761973015.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
資訊教育學系
98
Because of the rapid development of the internet, reading method has been change. This study modify of the model, design SSI online reading comprehension model, and design SSI-based online reading comprehension strategies. In the experiment, we design the IOR (Integrated Online Reading) System. User can use the system to learn integrated online reading comprehension strategies. The results showed that self-questioning strategy, concept-organization strategy, and key-summary strategy all have significant impact, but student agree online reading strategies can help them to improve reading comprehension ability.
18
Lin, Min Hsuan, and 林旻璇. "Incorporation of Advance Organizers and Annotations in Online Reading Comprehension Tutorials." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81897489473802522327.
Повний текст джерелаАнотація:
碩士大葉大學
應用外語研究所
97
This study aimed to investigate the effect of annotations and advance organizers on EFL learners’ vocabulary acquisition and reading comprehension. A 3×3 between-subject factorial design is used. Under the CALL setting, two independent variables are involved: annotations (online dictionary, margin and pop-up) and advance organizers (none, descriptive and question). Seventy two English-majored students, based on their English scores, were systematically assigned to nine groups. The instruments used for data collection were vocabulary tests (word recognition and application), reading comprehension tests (literal comprehension, interpretive comprehension) and questionnaires. To answer the research questions, two-way analysis of variance and the goodness of fit test were conducted. It is found that students in the margin annotation and the pop-up annotation group outperformed the online dictionary group in vocabulary tests but not in the reading comprehension test. This result suggested that EFL learners’ vocabulary acquisition was facilitated by margin and pop-up annotations more than by an online dictionary. However, when compared with an online dictionary, annotation did not enhance students’ reading comprehension. Furthermore, there was no significant difference among none, descriptive and question advance organizer groups regarding their reading comprehension. The results indicated that reading comprehension might be hindered by advance organizers. Nevertheless, most of the students hold positive attitudes toward the use of web-based instruction (online annotations and advance organizers) for vocabulary acquisition and article comprehension. Based on the findings, some pedagogical implications and design of web-based annotations and advance organizers were derived for future relevant studies of second language learning and strategy.
19
簡志明. "Influences of Online Reading on Reading Comprehension of Six Graders at a Geographically Disadvantaged School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/56093261843399832529.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
資訊教育學系在職進修碩士班
100
The purpose of the study was to investigate the impact of online reading on geographically disadvantaged six graders’ reading comprehension. The researcher built an online reading website on the course management system, Moodle. The subjects were 11 six graders from an elementary school, New Taipei City. During the one month period, the subjects participated in the online reading activities by reading articles, including 10 narratives and 10 essays, and responding to 8 multiple choice items for each article. The majority of the reading content was the sample articles from PIRLS reading assessment, the materials from New Taipei City elementary school teachers’ professional development in literacy and reading, and the content created by the researcher. Additionally, the multiple choice items were categorized based on the four types of PIRLS’s comprehension processes, which are (1)focus on and retrieve explicitly stated information, (2)make straightforward inferences, (3)interpret and integrate ideas and information, and (4)examine and evaluate content, language, and textual elements. The researcher analyzed the relationships between the subjects’ reading comprehension and the following factors: genders, socioeconomic backgrounds, and students’ Chinese language competencies. The results were summarized below. 1. Students showed better comprehension in narratives than in essays 2. Girls performed better comprehension than boys in both narratives and essays 3. Students with low socioeconomic backgrounds showed a significant improvement in reading comprehension 4. Students from the low Chinese language competency group showed more improvement than students from the high Chinese language competency group Based on the findings, the feasibility of implementing online reading in geographically disadvantaged schools for enhancing students’ reading comprehension was discussed.
20
Chiang, Wen-Shan, and 江文山. "The Effects of Different Types of Online Book-reviews for Reading Motivation and Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/79159602091004004209.
Повний текст джерелаАнотація:
碩士國立臺灣科技大學
數位學習與教育研究所
101
The purpose of this study was to investigate the effects of different types of online book-reviews community for the students' reading motivation and reading comprehension. 49 students enrolled in the Chinese course from a vocational high school, and they were divided into general group and video group. Both quantitative and qualitative methods were applied for data analysis. The quantitative methods were used to evaluate the reliability of the reading motivation questionnaires and reading comprehension exam, while the content analysis was used to analyze the effects of various feedback types that students received from peers. The results indicated that reading motivation and reading comprehension of both group significantly improved after making book reviews. It was noted that “intrinsic motivation" and "reflection and evaluation" of video group were better the general group. On the other hand, the general group tended to give more cognitive feedback, and video group tended to give more affective feedback. Furthermore, students received affective feedback might increase their reading “Recognition”, but it might decrease “intrinsic motivation.” And students received cognitive feedback might increase their “Curiosity” and “Challenge”. However, students received too much corrective feedback might decrease their “Recognition”. In addition, students’ affective feedback and cognitive feedback were not significantly correlated with reading comprehension. Finally, implications and suggestions were both provided for teaching and future research.
21
Hsin-chou, Josephine Huang. "EFL Learners' Online Reading Strategy Use and Text Comprehension: An Exploratory Study." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200716014920.
Повний текст джерела
22
Lai, Pei-Yi, and 賴沛宜. "Enhancing College Students'' English Reading Comprehension through Online Question Generation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76219890995725508803.
Повний текст джерелаАнотація:
碩士國立雲林科技大學
應用外語系碩士班
99
Studies concerning online question generation suggested that question generation improved students'' reading comprehension. However, rare studies addressed how students generate questions from a reading text and how question generation processes enhance students'' reading comprehension. Therefore, the study aimed to explore what online question generation processes enhance students'' reading comprehension and how students perceive the activities involved in online question generation. 19 non-English major college students from different departments in a technological university were recruited as participants. The collected data involved the students'' scores of the pre- and post-tests, learning action logs in the online question generation system, the interview transcripts and a five-point Likert questionnaire. Pre- and post-tests were adopted to examine the effectiveness of online question generation in enhancing students'' reading comprehension. Students'' learning action logs in the online question generation system and interview transcripts were used to analyze students'' online question generation processes. The questionnaire was conducted to explore participants'' perceptions toward online question generation. Results of this study first indicated that college students displayed improvements in reading comprehension after the intervention of online question generation. Second, students who made progress in reading comprehension demonstrated similar learning behaviors in question generation processes in terms of the organization, composing, and peer assessment modules. In the organization module, the students who made reading progress had a higher tendency to add new vocabulary into their vocabulary databases and to edit their previously organized vocabulary, sentences, main ideas and summaries as well. In the composing module, the students who made progress had a higher frequency in reviewing the previously organized vocabulary, sentences, main ideas and summaries to generate questions. In the peer assessment module, students were also much more active in viewing peers'' test items, providing comments on peers'' questions, reading and responding to peers'' comments. Third, the results of the questionnaire showed that 77% of the students agreed the learning actions taken in the organization module, including vocabulary, sentences, main ideas and summaries were helpful for them to generate questions. In the composing module, 70% of the students found that the actions such as "reviewing" and "editing" were helpful for them to generate questions. In the peer assessment module, 82% of the students thought it was helpful for them to generate questions by going through the processes of commenting on their peers'' questions and responding to their peers'' comments on their own questions.
23
Huang, Hsin-chou Josephine, and 黃馨週. "EFL Learners’ Online Reading Strategy Use and Text Comprehension: An Exploratory Study." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93477522964929140621.
Повний текст джерелаАнотація:
博士國立臺灣師範大學
英語學系
94
The bulk of L2 reading research has shown that prospective readers use various reading strategies to facilitate comprehension, but relatively few studies have centered on online reading strategy use and its effects on the reading comprehension of students with different language proficiencies. This study aimed to investigate EFL learners’ online reading strategies, to study the effects of strategy use on comprehension, and to evaluate a web-based reading program, English Reading Online, which was constructed to fulfill the first two purposes of this study. The design of this online reading program echoed reading strategy patterns found in L2 reading literature and the action of clicking on a certain strategy function button online was traced to reflect a reader’s particular strategy use. There were 15 strategy buttons: Global strategy design provided students with previews, keywords, and outlines of the reading texts as well as chances to make predictions. Problem-solving strategy mechanisms included online summary services, reading-rate training, text-to-speech software, and semantic mapping tools. Support strategy functions were provided by online dictionaries, online grammar resources, an online translation mechanism, highlighting tools, and individualized electronic notebooks. Socio-affective strategies were displayed by online chatrooms, discussion boards, email services, and music boxes. Thirty Applied English majors, divided into a High group and a Low group based on their proficiency levels, were asked to read a total of four authentic online texts of two difficulty levels. They also completed a post-task survey, wrote written recalls, and attended interview sessions after reading. Each participant’s navigation path in doing these four reading tasks was tracked by the computer system to collect their pre-defined strategies; each navigation path was also videotaped by a screen-capturing software to collect newly emerging strategy patterns. Strategy use data was analyzed by the Chi-square test to examine if strategy use was influenced by language proficiency, the text topic, and the text difficulty levels. Written recalls were scored according to two categories: main ideas and details. The relationship between students’ strategy use and comprehension was computed using multiple regression. The post-task survey on program feedback was analyzed by descriptive statistics. Finally, qualitative investigations of four case studies gathered from videotaping and interviews were used to supplement the quantitative data mentioned above. The results showed that due to learners’ concern of convenience and immediacy, Support strategies made up the overwhelming proportion of strategy use and Problem-solving strategies were used the least. Other strategies emerging from qualitative investigation—including Navigating strategies, Information gathering strategies, Interface changing strategies, and Usability problem reporting strategies—assisted readers in navigating online texts smoothly, finding relevant information to build up background knowledge, establishing a personal environment to facilitate online reading, and making suggestions for user-friendly web design. Additionally, four factors that influenced online reading strategy use were language proficiency, the text topic and difficulty level, computer skills, and background knowledge. In relating strategy use with comprehension, the use of Support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on Support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. It was the use of Global strategies that significantly contributed to better comprehension. The effects of Global strategies were most evident among the Low group, who often confined themselves to the use of Support strategies and Socio-affective strategies in reading. Finally, students provided positive feedback on this program in terms of the design of the strategy tools, interface design, and learning effects. They also welcomed the possibility of including online reading in the existing curriculum. Findings of this study bear important pedagogical implications. First, strategy instruction needs to be integrated into reading classes. Online reading strategies about how to find and synthesize information and how to increase social interaction need to be addressed. Second, Global strategies, which aided low achievers’ comprehension of difficult texts, should be encouraged. Third, more personalized features and more choices for text selection should be included in the future program design.
24
Fan, Zhen-Yu, and 樊鎮宇. "An Investigation of Supportive Reading Strategy Use and Reading Comprehension in Multi-User Online Annotation System." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/66799259707589488877.
Повний текст джерелаАнотація:
碩士中原大學
應用外語研究所
96
The bulk L2 reading research has revealed that prospective readers use numerous reading strategies to facilitate comprehension, but relatively few studies have centered on online supportive reading strategy use and its effects on reading comprehension. Multi-User Online Annotation is one of the applications of computer-mediated-communication (CMC), which offers interpersonal communication among groups of readers. It allows multiple readers to annotate the same electronic text for the purpose of knowledge sharing and collaborative learning. This study has four aims: (1) exploring EFL learners’ online supportive reading strategy use, (2) examining the effects of supportive strategy use on comprehension, (3) investigating the relationship between supportive reading strategy use and comprehension, and (4) evaluating the effectiveness of an online supportive reading environment, Multi-User Online Annotation System (Yeh, 2004; Lo et al., 2005) on reading comprehension. The study employed a pretest-posttest control group design with random assignment. Sixty-five participants divided into the experiment and the control group, were asked to read two online reading texts, did immediate recall protocols, and completed the post-survey. Each participant’s browsing behavior in completing the two reading tasks was recorded by the computer system to collect their pre-defined supportive reading strategies. Supportive strategy use data was further analyzed with descriptive statistics. The independent t-tests were used to compare the reading comprehension performance between the experiment and control groups on immediate written recall protocols. The relationships between frequency use of supportive reading strategies and reading comprehension were explored by person correlations. Finally, the feedback from the post- survey was analyzed by descriptive statistics. The results revealed that due to the convenience and immediacy, Dictionary strategy made up the overwhelming proportion of strategy use and Search strategy was used the least. In regard to supportive reading strategy use on comprehension, the experiment group outperformed control group in the recall scores and total idea units recalled with more significance. There were positive significant correlations between the frequency use of supportive strategies and comprehension, especially on Dictionary strategy. In relation to the feedback from the post-survey, overall participants held positive attitudes toward the effectiveness of the supportive reading strategy buttons, the learning effects, and the interface design of Multi-User Online Annotation System. They would even recommend the system to their friends. Findings of this study offer important pedagogical implications and suggestions for future research. First, it is essential to incorporate strategy instructions into the reading classes. Teachers need to incorporate strategy awareness training before engaging students in online tasks for promoting their online reading performance. Second, the sole dependence on supportive strategies mechanism does not successfully explain the increase of reading ability. For the future study, more kinds of reading strategies, such as global strategy, problem-solving strategy and socio-affective strategy should be included in order to investigate the influence of different strategy use on comprehension.
25
Lu, Yun-Chieh, and 呂昀潔. "The Effects of an English Online Extensive Reading Program on EFL Learners‟ Reading Comprehension and Attitudes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5h265n.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
英語學系
105
This mixed methods study aims to investigate the effects of an English online extensive reading program on EFL junior high school students‟ reading comprehension, reading attitude, and their perception toward the workshop approach oriented English online extensive reading program. The study was conducted in a six-year high school in a city located in the east part of Taiwan. Thirty-six eighth graders participated in an English online extensive reading program for ten weeks designed by the researcher. A workshop approach was employed to conduct the English online extensive reading program. In addition to a pre-test and post-test administered in the first and the last weeks, there were eight reading workshops given from week two to week eight. Each reading workshop lasted for 100 minutes and contained seven components: a minilesson, an independent reading, an individual conference, a writing response, a group discussion, a group presentation, and a reflection. The data were collected from a pre- and a post-reading comprehension test, Teacher's notes taken during individual conferences, students' reading worksheets, and the students' perception questionnaire. The results showed that reading English extensively online did make a positive difference on EFL junior high school students‟ reading comprehension and attitudes, especially in boys‟ reading comprehension. Moreover, the students had a positive perception of the workshop approach of the English online extensive reading program because they could learn useful reading skills and share what they read with their peers. It is suggested that EFL teachers employ the workshop approach to extablish English online extensive reading programs in schools to enhance EFL students‟ reading comprehension and attitudes.
26
Kingsley, Tara L. "Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classrooms." 2011. http://liblink.bsu.edu/uhtbin/catkey/1653347.
Повний текст джерелаАнотація:
This quantitative study explored the effect of intervention lessons on online
reading skills in fifth grade classrooms. First, it sought to examine the relationships
among demographic variables including gender, ethnicity, and socioeconomic status and
self-reported Internet use and Internet ability. Second, this study was designed to
investigate which variables best predict performance on a measure of online reading.
Third, the effect of lessons designed to improve online reading comprehension was
explored to determine the efficacy of targeted classroom-based instruction on learned
skills.
Three theoretical frameworks underpinned this study: 1) a new literacies
framework (Leu, Kinzer, Coiro, & Cammack, 2004), 2) transactional model (Rosenblatt,
1978), and 3) socioconitive model (Ruddell & Unrau, 2004a). The study was conducted
in a Midwestern, suburban school over a 12-week time period with 443 fifth grade
students. The repeated measures quasi-experimental research design allowed a
quantitative investigation of online reading comprehension instruction to provide a
reliable and valid assessment of the impact of online reading comprehension instruction
on changes in student performance on an established measure of online reading
comprehension. Additional attention to common variables known to influence outcomes
in reading and technology performance (e.g., demographic variables, prior reading
achievement scores) strengthened the design by allowing a more refined analysis of the
isolated impact from the instructional activities.
A regression analysis revealed prior achievement on norm-referenced measures of
English/Language Arts as well as reported Internet use accounted for a significant
amount of variance on online reading comprehension performance. Statistical analyses
revealed significant differences between the experimental and control groups in online
reading performance growth. Results from the subskill analysis show students in the
experimental group demonstrated significant improvement over the control group on two
of the three subskills (locating and synthesizing). No significant differences in group
growth were observed for the Web evaluation task.
Findings from this study indicate teachers varying in experience and Internet
familiarity can effectively teach online reading in a classroom setting, and that students
who received this instruction developed these skills at a greater rate. This work can
inform future efforts as to how to best teach the skills and strategies of online reading.Department of Educational Psychology
27
Hung, Ya-chen, and 洪亞蓁. "A Continuous Study on EFL College Students'' Online Referential Resolution and Reading Comprehension." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/82838046056760314465.
Повний текст джерелаАнотація:
碩士國立雲林科技大學
應用外語系碩士班
95
This continuous study reports on the modification in the computer system of referring to explore the development of EFL college students’ referential identification and resolution in reading. A total number of 92 students from three reading classes were recruited as the participants and required to follow the steps in reading an online text: (1) to identify references, (2) to draw the relationships between the references, (3) to answer reading comprehension test items, and (4) to fill in an open-ended questionnaire. The collected data were grouped into two categories for further analysis: reading product and reading process. Reading product was analyzed by statistical methods, such as Pearson Correlation Coefficient, one-way ANOVA, and multiple regression analysis. Reading process was analyzed by content analysis and constant comparative method. Results show that referential identification and resolution can account for 95% of the variation in reading comprehension. The more the readers practiced in referential identification and resolution, the higher score they obtained in the reading comprehension test. The readers were further found with significant differences in the development of referential identification and resolution. The more-proficient readers were good at integrating references in different parts of a text to correct subjects and created a coherent mental map as a network when reading the four online texts. On the contrary, the average and the less-proficient readers initially did not integrate any reference when reading the first text. They began to link some references in a successive way in the second text. In the third and final texts, they not only integrated different references to a correct subject but also made these references mutually linked. The feedback and scaffolding contributed to the development of the readers’ integrative skill in referential identification and resolution. The scaffolding demonstrated to the readers the employment of the referring strategy and assisted them to complete the online referring tasks. The feedback facilitates them to overcome their reading difficulties and confirm their answers in the referring tasks. Readers also cultivated a positive attitude toward the tasks of referential identification and resolution, and the computer system.
28
Chen, Jia-ling, and 陳嘉玲. "Utilizing Summary Strategies to Enhance Students’ Reading Comprehension in an Online Learning System." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/73099609278793063204.
Повний текст джерелаАнотація:
碩士國立雲林科技大學
應用外語系碩士班
100
Studies concerning summary strategy have indicated the positive effects on improving students’ reading comprehension; yet, few studies have revealed students’ reading processes while using summary strategy and these studies could not explain why and what key factors are involved in applying summary strategy to enhance students’ reading comprehension. This study aims to explore students’ reading progress and processes, students’ performance on their writing summaries, and students’ perceptions after using summary strategy in an online learning system. 20 non-English major college students in a remedial course were recruited as participants to receive an 11-week remedial English reading course. The collected data included the students’ pre- and post- tests, the students’ reading action logs, the interview transcripts and a five-point Likert questionnaire. The results of the students’ pre- and post- tests were testified through SPSS 19 version to examine the effectiveness of adopting summary strategy to enhance reading comprehension. The students’ summaries were scored based on the method of summary efficiency. Content analysis was adopted to analyze the students’ interview transcripts and action logs to explore the students’ reading processes and perceptions. After 11-week intervention of summary strategy, the results of the pre- and post- tests first indicated that the students have made significant improvement in their reading comprehension. Second, the results showed that students made a progress in their summary efficiency and made improvement in their summaries. Third, the results showed that the students with improvement in their reading comprehension had undergone similar reading processes while applying summary strategy. The students, who made improvement, had more engagement in the process of Organization that included the learning activity of identifying the main ideas in each paragraph and had higher tendency to retrieve information while they were identifying the main ideas in each paragraph and constructing the summary of a text than those who made no progress. In addition, the students with reading improvement underwent the S-O-I reading process completely and interactively. They also tended to revise their summaries after viewing others’ feedback on their summaries. Finally, the results of the questionnaire showed that 95% of the students agreed that the summary strategy helped them enhance their reading comprehension.
29
Chen, Shu-Hui, and 陳淑惠. "A Study of the Effect of Online Reading Material on Higher Grade Level Elementary School Student’s Reading Behaviors and Reading Comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/01777378412834678165.
Повний текст джерелаАнотація:
碩士國立屏東大學
生態休閒教育教學碩士學位學程
103
The purpose of this study is to understand the current stateof higher grade level elementary school students' reading behaviors and reading comprehension of online reading. In addition, the study also finds out the factors that influence the reading behaviors, and reading comprehension through online reading content; the correlation between reading behaviors and reading comprehension resulted from different font styles used in the digital content. Lastly, the study examines students’ prediction towards the digital reading content with different font styles and reading behaviors. Questionnaires, designed by Chiu-Hwa Dai (2013), and self designed surveys are conducted to gather data in the elementary schools in Pintung area.389 randomly selected (203 boys , 186 girls) higher grade level students in the elementary schools are involved in the study. Analysis methods involved using average mean, standard deviation, ttest, one way ANOVA , pearson correlation , stepwise multiple regression analysis statistical methods. The result can be described as the following: 1. Students have a positive reading behavior, specifically in the aspect of "reading attitude". 2. Students score moderately for online reading comprehension. 3. Different gender of the students performs differently in their reading behaviors, i.e., girls outperform boys . 4. Girl students whose fathers are technical experts, hold a university degree or have a medium social-economic status perform the best 5. Online reading behaviors, different fonts used in the on-line reading content and online reading comprehension are significantly correlated. 6. Students’ reading behaviors are correlated with the ability to predict during the reading process. Reading attitude is of the most influential. Recommendations based on the findings in this research are made for parents, government officials, school administrators, elementary school teachers and future researches.
30
Chou, Yi-Jen, and 周衣衽. "A Study of Online Dynamic Assessment—The Effects of Online Dynamic Assessment on Seventh-Grader’ Science Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/20578276028487517065.
Повний текст джерелаАнотація:
碩士國立屏東教育大學
數理教育研究所
101
The main purpose of this study is to explore the changes in student science reading ability as time passes in the Dynamic Assessment for Reading Comprehension on Science, to explore how students with different language deduction abilities change in their science reading abilities in dynamic assessment instruction, as well as the effect of online dynamic assessment instruction on the science reading comprehension of students. Furthermore, this study explores the effect of online dynamic assessment instruction on science reading comprehension of students. The research subjects were 275 seventh grade students in a junior high school in southern Taiwan. Based on quasi-experiment design, time series was conducted to understand the changes in students’ science reading ability in the process of participating in an online dynamic assessment activity. The research tool included the online dynamic assessment test questions, online science reading comprehension test questions, and Chinese version of online science reading comprehension questionnaire. Statistical methods included latent growth curve modeling and analysis of covariance. The main findings of this study are as follows: (1) Online dynamic assessment instruction produces significant growth in the science reading abilities of students. Growth rate of scientific reading ability GPA-DARCS than the N-DARCS more, and have significant differences. (2) On science reading metacognition reading comprehension on science test GPA-DARCS and the N-DARCS have no significant difference. (3) On chinese version of Index of Science Reading Awareness(ISRA) GPA-DARCS and the N-DARCS have no significant difference.
31
Yen, Ying-Mei, and 顏瑩玫. "The correlation study of Elementary School High Grade Students between using online reading strategies and the comprehension of reading." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/17011040622118103872.
Повний текст джерелаАнотація:
碩士國立屏東教育大學
教育學系碩士班
102
The aim of this study is trying to understand that the situation of using online reading strategies and the comprehension of reading among elementary school high grade students in Kaohsiung city. In addition, it also analysis students from different background and when they do online reading, the deviation between using reading strategies and the performance of reading comprehension ability in order to deeply probe into the correlation. In this study, the questionnaire survey focus on public elementary school high grade students in Kaohsiung city. The studied samples were acquired through the stratified purposive way and there are 472 valid questionnaires in this study. According to the result of online questionnaire, it conducts data statistics and analysis. The obtained data was analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. Based on the data analysis, the conclusions of this study are as below: 1. When elementary school high grade students in Kaohsiung city do online reading, the frequency of using reading strategies is fair and girls uses more than boys. 2. The performance of online reading comprehensive ability among elementary school high grade students in Kaohsiung city is pretty good and the performance of girls is better than the boys. 3. Parents’ education background and mother’s vocation influence the children’s performance of online reading comprehensive ability. 4. When students do online reading, the more using reading strategies, the better performance of reading comprehensive ability is shown. 5. The connection strategy of reading strategies can predict students’ reading comprehensive performance of online reading. In the end, grounding on the individual suggestion of this study, it provides the administrative affairs in schools could work out on online reading activities and it also could be the reference when parents and teachers guide students when they are doing online reading.
32
Chen, Chun-Lien, and 陳春蓮. "The Experimental Study on the Effects of Online Reading Comprehension Instruction for the Sixth Graders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/98369428940355778826.
Повний текст джерелаАнотація:
博士國立臺南大學
教育學系教育經營與管理碩博士班
103
The purpose of this study was to develop an effective online reading comprehension module for sixth graders. Using quasi-experimental design of nonequivalent pretest-posttest. The participants were sixty sixth graders. Thirty students were in the experimental group, and thirty students in the controlled group. The experimental teaching lasted for eight weeks. To test how this online reading comprehension curriculum influence on the students，using “online reading comprehension test, reading comprehension test, scale for metacognitive awareness of online reading strategies, information literacy test, online reading attitude scale” for this research tools. ANCOVA was used to analyze the data. Besides, learning profiles and screen videos of experimental group were used to gather further information about the program. The finding were as follows: The results showed that the experimental group scored significantly higher than the controlled group in online reading comprehension test, scale for metacognitive awareness of online reading strategies, information literacy test, online reading attitude scale after the intervention. This study proved this instruction had positive influences on reading comprehension test. Learning profiles of experimental group showed that students who read online at different levels of proficiency have the same reading strategies in keyword site search, but have different reading strategies in mark abstracts, correct web data interpretation, blogs responses . Screen videos of experimental group showed that students improved performance in online reading comprehension test, enhance their abilities of understanding, marking abstracts, concentration, attitude, and evaluation websites. Suggestions were provided to the online reading comprehension curriculum and researchers according to the research results.
33
林雅玲. "The Effects of Online Worked Example on Students’ Reading Comprehension and General Language Learning Achievement." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62852666490753226084.
Повний текст джерелаАнотація:
碩士佛光大學
學習與數位科技學系
98
Abstract This research was based on Worked Example Effect of Cognitive Load Theory to explore the effects of different questioning practice ways on students’ reading comprehension and general language learning achievement, as well as students’ attitudes and opinions on this instructional activity. The research was a quasi-experimental design. Two eighth-grade classes from a junior high school in Yilan participated in this study. One of classes was assigned as the experimental group and the other as the control group. The experiment lasted for eight weeks and the K12 Digital School was used to facilitate the instructional activity. The data gathered during the experiment were analyzed by quantitative and qualitative methods. The main purposes of this research included: 1.To explore the effects of questioning practice methods and Chinese language ability on students’ Chinese reading comprehension and general Chinese language learning achievement. 2.To examine where there was a language ability difference on students’ attitudes and opinions toward the questioning activities. 3.To explore the effects of questioning practice methods on the qualities of questions that students produced. The independent variables were “questioning practice methods” (online questioning worked example vs traditional practice), “Chinese language abilities” (high, middle and low levels), and the dependent variables were “reading comprehension and general Chinese language learning achievement”. The major findings were as follows： 1.The effect of online questioning worked example on students’ reading comprehension was significant. 2.There was no significant effect in online questioning worked example on students’ general Chinese language learning achievement. 3.The effect of online questioning worked example on higher and middle language abilities students’ reading comprehension was significant, but there was no significant effect on lower language abilities students. 4.There was no significant effect in online questioning worked example on higher, middle, and lower language abilities students’ general Chinese language learning achievement. 5.Most of the students had positive attitudes and viewpoints and thought this instructional activity was helpful to their reading comprehension, questioning, and thinking abilities. 6.Online questioning worked examples had a positive effect on the qualities of questions that students produced.
34
CARIOLI, STEFANIA. "Nel labirinto dei link. Dai “vincoli” della linearità alla complessità della lettura online." Doctoral thesis, 2016. http://hdl.handle.net/2158/1036172.
Повний текст джерелаАнотація:
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.
35
van, Duijnen Tosca. "The efficacy of a synchronous online reading fluency intervention with struggling readers." Thesis, 2021. http://hdl.handle.net/1828/13359.
Повний текст джерелаАнотація:
The efficacy of reading interventions on elementary students’ decoding and word reading skills and reading comprehension has been well-established in the literature. The efficacy of online reading interventions, however, is unknown. This study adapted an in-person reading fluency intervention for synchronous online implementation and examined its effectiveness in a single-case research design. Three struggling readers in grades 2 and 3 participated in an 8-week online reading intervention. Pre-test, post-test, and progress monitoring data were collected and analyzed. The results indicated that the online RAVE-O intervention was effective in increasing the participants’ accurate word reading and decoding skills as well as their reading comprehension. The adapted intervention was implemented with fidelity and maintained its efficacy in an online setting. For struggling readers who cannot access intervention resources in person, an online reading intervention such as the one used in this study could have a positive effect on their reading skills.Graduate
36
Sandin, Ida. "Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension : A literature review about online and offline gaming as a resource for developing English reading comprehension in Swedish schools in year 4-6." Thesis, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19841.
Повний текст джерелаАнотація:
The aim of this degree thesis is to see what research says about the use of computer and video games to support upper elementary pupils’ development in English reading comprehension in Swedish schools. Other goals are to see how online and offline gaming can be integrated in the Swedish schools and what attitudes teachers have towards gaming. The method used is a systematic literature review and the purpose is to analyze chosen articles and to find relevant content that answers the research questions. Five articles were chosen from different databases and were systematically analyzed in this thesis. The results show that online gaming as support for education can be rewarding for some upper elementary pupils in English learning. However, in English reading comprehension there is not much research found which means that more research needs to be made within this area. Moreover, involving online gaming in English language learning seems to be a challenge for teachers mostly because of their lack of knowledge about the subject, even though they are positive to gaming. The lack of knowledge about the subject could be altered with more education and courses in the area.
37
Chiang, Jui-Chuan, and 江瑞娟. "Research of the Impact of Online Dynamic Assessment on Science Reading Comprehension of Students in a Remote Mountain Region." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/33115841772106080903.
Повний текст джерелаАнотація:
碩士國立屏東教育大學
數理教育研究所
101
The purpose of this study was to discuss the impact of online dynamic assessment of reading comprehension on science on fifth and sixth grade elementary school students in a remote mountain region. The quasi-experimental design method was employed in this research. The research subjects are from two schools in the remote mountain area in Kaohsiung. All together, there are the 130 students from 6 classes, of fifth to sixth grade, participating in this study. The subjects were divided into two experimental groups, the online dynamic assessment teaching (reading-while-listening group and silent reading group) and a control group using traditional paper assessment. This study explores the effects and the differences on students’ scientific reading comprehension and science reading awareness with different types of groups. This study also discusses the effects of the intervention of the experimental teaching scientific reading comprehension on student’s scientific reading comprehension. Furthermore, to explore the relevant factors those influence the online dynamic assessment learning. Findings and conclusions of this study are as follows： 1. Scientific reading comprehension of both experimental groups and control groups did not improve after the intervention in the teaching experiment. However, experimental groups’ performance on science reading comprehension is better than the traditional paper test. There is no difference in the scores among two experimental groups and the control group with the intervention of teaching experiment dynamic assessment for reading comprehension on science. 2. There is a growth trend in scientific reading comprehension among all the experimental groups and the control group with the intervention of dynamic assessment process involving in teaching experiment. 3. Scientific reading awareness of both experimental groups and control groups did not improve after the intervention in the teaching experiment. However, for both experimental groups, the performance of scientific reading awareness is better than the tradition written test. There is no divergence in scientific reading awareness between two experimental groups. However, there is a difference between both experimental groups and the control group. 4. There is a Chinese growth correlation of scientific reading comprehension between the experimental group and the control group. In addition, the study indicates a correlation between students’ science performance and the growth of scientific reading comprehension in both experimental groups; however, the control group does not reveal such correlation. Finally, according to the conclusion of this study, researchers also give suggestions and make specific recommendations for future teaching and follow-up research.
38
Yu, Yuan-Chi, and 游媛淇. "Effects of an Online Summary-Writing Program on EFL Freshmen’s Improvement in Reading Comprehension, Vocabulary Knowledge and Summary-Writing." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35818486150089338607.
Повний текст джерелаАнотація:
碩士東海大學
外國語文學系
100
The purpose of this study is to examine the effect of an on-line summary-writing program, WriteToLearn, on EFL freshmen’s improvement in reading comprehension, vocabulary knowledge and summary-writing. This study also aims at investigating if the effectiveness of WriteToLearn program is different on EFL learners at two different reading proficiency level. The participants, 33 EFL freshman English majors in central Taiwan, were grouped into a high-level reading group or a low-level reading group. The two groups received the WriteToLearn summary-writing training for 14 weeks. Their pretest and posttest scores of reading-comprehension test and Vocabulary Knowledge Test were collected and analyzed. Their summary-writing performance during the training session was recorded and evaluated. The results showed that upon the completion of the WriteToLearn summary-writing training, the low-level reading group had a significant improvement in reading comprehension while the high-level reading group improved little. Both groups improved significantly in vocabulary knowledge. As for summary-writing, both groups demonstrated in their summaries lower percentage of spelling mistakes and repeated content. Both groups showed a tendency of lower percentage of copying, but their ability of excluding unimportant content fluctuated throughout the training. Pedagogical implications are discussed and research suggestions are offered.
39
Tseng, Ya-Ying, and 曾雅瑛. "The development of the online reading comprehension test for 5th-, 6th- graders and exploring the effect of experiment curriculum." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/13169857127111566051.
Повний текст джерелаАнотація:
博士國立彰化師範大學
教育研究所
100
The purpose of this study was to develop an online reading comprehension test for 5th, 6th graders and develop class-scale online reading comprehension curriculum to explore the related issues about online reading comprehension of target students. 600 target graders were selected from 10 cities and counties to complete the test. The experiment teaching was administrated to 31 5th graders. It also sought to explore the difference of online reading strategy among three students who read online at different levels of proficiency. The finding were as follows: There is still room for the online reading comprehension test to improve its psychometric quality. The performance of different background children was also analyzed. Gender and grade difference were found, but location difference wasn’t. The paper reading comprehension ability, language art ability and computer skill were related to online reading comprehension. Besides that, children’s language academic performance and computer skills influence their online reading comprehension. Online reading comprehension curriculum had effect to improve students’ performance on online reading comprehension. And the effect transferred to the printed reading comprehension. Students who read online at different levels of proficiency have different reading strategies. Finally, the implication was discuss, and suggestions for test development, teaching and research that focus on online reading related issues were provided.
40
Nan-KaiLiao and 廖南凱. "The Effects of Using LiveABC Online Learning Resources Website on a Tainan Elementary School Students’ Vocabulary Learning and Reading Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/50077495406128906828.
Повний текст джерела