TY - GEN
T1 - Effects of print-storybooks and e-storybooks with reading comprehension strategies on fifth graders' reading comprehension ability
AU - Huang, Hsiu Shuang
AU - Chen, Shang Liang
AU - Leou, Yea Mei
AU - Huang, Ho Chuan
AU - Yeh, Ching Yu
AU - Chen, Yun Yao
AU - Chen, Chun Lien
AU - Tseng, Ya Ying
N1 - Funding Information:
The financial support from the National Science Council (NSC99-2420-H-024-002) was highly appreciated.
PY - 2011
Y1 - 2011
N2 - The goal of the study was to develop the instruction module of the e-storybooks reading comprehension in the elementary school and test the effect of the instruction module of the e-storybooks reading comprehension. This study was to compare the influences of print-storybooks and the instruction module of the e-storybooks reading comprehension among the fifth graders' reading comprehension ability. The results of the study indicated that there was significant difference between the experimental group and the controlled group. The controlled group had better performances of reading comprehension than experimental group. To put it more specifically, students and teachers were busy learning how to operate the module and platform, and that resulted in greatly reduced learning effect. However, with the mastery of e-storybooks instruction module, experimental group class expressed higher motivation than controlled group class in learning activities. These data indicated that the study had the positive contribution.
AB - The goal of the study was to develop the instruction module of the e-storybooks reading comprehension in the elementary school and test the effect of the instruction module of the e-storybooks reading comprehension. This study was to compare the influences of print-storybooks and the instruction module of the e-storybooks reading comprehension among the fifth graders' reading comprehension ability. The results of the study indicated that there was significant difference between the experimental group and the controlled group. The controlled group had better performances of reading comprehension than experimental group. To put it more specifically, students and teachers were busy learning how to operate the module and platform, and that resulted in greatly reduced learning effect. However, with the mastery of e-storybooks instruction module, experimental group class expressed higher motivation than controlled group class in learning activities. These data indicated that the study had the positive contribution.
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U2 - 10.1007/978-3-642-21619-0_69
DO - 10.1007/978-3-642-21619-0_69
M3 - Conference contribution
AN - SCOPUS:79960329445
SN - 9783642216183
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 570
EP - 579
BT - Human-Computer Interaction
T2 - 14th International Conference on Human-Computer Interaction, HCI International 2011
Y2 - 9 July 2011 through 14 July 2011
ER -