The Characteristic of On-line Reading Literacy and Regulation of Strategy for Junior High School Students

• Main Authors: Ya-hsiu Yeh, 葉雅鏽
• Other Authors: Chiou-Yueh Shyu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/39340520569892531276

碩士 === 國立臺南大學 === 測驗統計研究所碩士班 === 97 === The purpose of this study is to develop an on-line reading assessment (OLRA) and on-line reading regulation strategy scale (OLRS) to explore the characteristics of Taiwanese 8th graders’ on-line reading development. The OLRA contains 3 aspects of reading processes: retrieving information, interpreting information, and reflecting on and evaluating content of on-line texts. The OLRS contains 5 components: planning, information management, monitoring, debugging and evaluation. There are 565 eighth-graders sampled from three local schools in Tainan districts. The results indicate that OLRA is too difficult for most of the 8th graders (mean proportion correct 0.35). The internal consistency Alpha was around 0.75. The OLRS internal consistency Alpha was around 0.67. The correlation coefficient between OLRA and the computerized science reading comprehension is 0.57. In other words, on-line reading literacy is reasonably independent from reading comprehension. The tasks of on-line searching and integrating large amount of information are functioning differently from the conventional reading tasks. The correlation coefficients between OLRA and the school grades of five subjects (English, Mathematics, Social Science, Science, and Chinese) ranged from 0.38 to 0.46. The correlation coefficients between OLRS and the school grades of five subjects (Mathematics, Science, English, Social Science, and Chinese) ranged from 0.19 to 0.31. The correlation coefficients between OLRS and OLRA, the subject Chinese and computerized science reading comprehension were 0.40, 0.31 and 0.30. The pattern of correlation coefficients demonstrates sensible support for the convergent and discrimant validity. Girls perform better than boys on OLRA, OLRS and computerized science reading comprehension consistently 2~5 % variances accounted.