| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育學系在職進修碩士班 === 100 === The purpose of the study was to investigate the impact of online reading on geographically disadvantaged six graders’ reading comprehension. The researcher built an online reading website on the course management system, Moodle. The subjects were 11 six graders from an elementary school, New Taipei City. During the one month period, the subjects participated in the online reading activities by reading articles, including 10 narratives and 10 essays, and responding to 8 multiple choice items for each article. The majority of the reading content was the sample articles from PIRLS reading assessment, the materials from New Taipei City elementary school teachers’ professional development in literacy and reading, and the content created by the researcher. Additionally, the multiple choice items were categorized based on the four types of PIRLS’s comprehension processes, which are (1)focus on and retrieve explicitly stated information, (2)make straightforward inferences, (3)interpret and integrate ideas and information, and (4)examine and evaluate content, language, and textual elements.
The researcher analyzed the relationships between the subjects’ reading comprehension and the following factors: genders, socioeconomic backgrounds, and students’ Chinese language competencies. The results were summarized below.
1. Students showed better comprehension in narratives than in essays
2. Girls performed better comprehension than boys in both narratives and essays
3. Students with low socioeconomic backgrounds showed a significant improvement in reading comprehension
4. Students from the low Chinese language competency group showed more improvement than students from the high Chinese language competency group
Based on the findings, the feasibility of implementing online reading in geographically disadvantaged schools for enhancing students’ reading comprehension was discussed.
|
|---|
