The difference of reading interactive CD-ROM storybooks and traditional printed storybooks on elementary students’ reading comprehension and story retelling ability.

• Main Authors: Yi-jun Lin, 林怡君
• Other Authors: Hai-Hon Chen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/93680332356881632472

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.