Developing Online Reading Skill Test for evaluating and exploring Students’ Online Reading Competences

• Main Authors: I-Fang, Liu, 劉宜芳
• Other Authors: Hwa-Wwi, Ko
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/19641191776936750595

博士 === 國立中央大學 === 學習與教學研究所 === 103 === Due to the increased use of the digital technologies, more and more researchers pay attention to study what competences of reading are important on the Internet. The purpose of this research is to develop an online reading skill test to evaluate and clarify the nature of online reading ability. In study1, a Chinese online reading test (ORT) which is analyzed by the IRT 2PL model is developed to assess students from grade 4 to 8. In study 2, the path analysis is adopted to examine relationships between online reading, offline reading, ICT skills and four types of working memory. 597 students, from grade 4 to 8, receive ORT, and only 4th-6th grade students (376) do four working memory tests (spatial, WAIS-III forward, WAIS-IIIbackward, and verbal), an offline reading test and an ICT skills questionnaire (OISSI). The result shows that the empirical reliability of the ORT is 0.8. The ORT score θ, with fair reliability, is located between -2.25 to 0.5. The criterion validity of ORT has significantly positive correlation with students’ offline reading score (r = .664). In addition, the student’s score on ORT is increased by grade. 6th-8th grades are significantly better than 4th-5th grades on ORT score. Significant paths are found from offline reading to online reading and ICT ability. Online reading is significantly predicted by ICT ability either. The result also indicates that verbal WM directly accounts for variation of the online reading performance when controlling for the offline reading score. Spatial WM and backward WM only indirectly explain the variance of ORT when the effect of offline reading accounts for. A general discussion of why ORT does not detect grade’s differences very clearly as well as spatial WM does not directly account for ORT was reported. The findings provide insights into the nature of online reading ability and reading education in the future.