A Comparative Study on the Processes of Reading English Printed Text and Online Text for the elementary learner

• Main Authors: Wei-Chuan Wang, 王偉全
• Other Authors: Yueh-Hung Tseng
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41264552003364758349

碩士 === 國立東華大學 === 國民教育研究所 === 98 === This study has three goals: (1) to explore the strategies an elementary EFL learner uses in the process of reading print stories and online ones; (2) to compare the differences between these two reading models, and (3) to look into the process and give some interpretations. The primary tool of the research to collect the oral data is miscue analysis. The participant of the study is a fifth grader in a public elementary school. The participant’s English level is average; she has some basic knowledge about how to use a computer and to surf the Internet. Before conducting the research, the female participant had an interview; then the participant was required to respectively read aloud two printed children’s books as well as two online ones. Right after reading each story, the participant was asked to retell the story she had just read. All the miscue in the data was analyzed and yielded three findings. First, the language cue the participant used was graphophonic, and her spelling varied in accordance with the length of the new words. Second, she mainly used the illustration in the stories as a nonverbal cue but seldom understood the text by her background knowledge. Third, during the process of reading the four stories, she gradually corrected herself; she gave up the strategies of skip and pause. In addition, the more difficult the text was, the more correcting strategies she used. These phenomena apply to both reading processes. This study suggests that teachers should teach students to comprehend more as they read, encourage students to apply their background knowledge to reading, use alternative teaching resources such as the Internet and picture books, help students learn more about the structure of stories, teach them additional reading strategies, and discuss the authors’ intentions and students’ own interpretations, building a new “Transaction Model.”