Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH
Nilgün Günbaş
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引用次数: 2

Abstract

In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.
支持四年级学生阅读理解的计算机阅读文本
本研究采用实验研究设计,将60名小学四年级学生随机分为计算机阅读组和传统阅读组。各组分别在电脑或传统格式上完成阅读前、阅读中和阅读后的活动。基于计算机的阅读文本包括静态和动画视觉和背景声音。每组学生在六周的时间内完成一次前测、四篇阅读课文和一次后测:第一周进行前测,接下来的四周阅读四篇课文,第六周进行后测。结果表明,虽然两组的前测成绩没有显著差异,但计算机组的后测成绩明显优于传统组。此外,计算机阅读组四年级学生的阅读理解能力也有显著提高。而传统组学生的阅读理解成绩在测试前和测试后没有显著差异。结果表明,多媒体辅助阅读活动对学生的阅读理解有积极的影响。因此,我们建议教师使用个性化和视觉支持的计算机阅读文本来提高学生的阅读理解能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
GIST-Education and Learning Research Journal
GIST-Education and Learning Research Journal EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
7
审稿时长
14 weeks
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