| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士在職專班 === 103 === The purpose of this study was to explore the effects of the three different kinds of sustained silent reading, digital reading, printed text reading, and self-selected reading, on sixth-graders’ reading comprehension. The pretest and posttest nonequivalent group experimental method was adopted. Sixty-five sixth-grader students in an elementary school in Penghu were used as samples and divided into three groups. Twenty-two participants in group one were assigned to read the digital reading materials that the researcher offered through Amazon kindle e-readers. Twenty-one participants in group two were assigned to read the printed text reading materials offered by the researcher. Twenty-two participants in group three were assigned to read the self-selected traditional print books. The research proceeded sixteen weeks, with four sessions each week, and fifteen to thirty minutes per section in the morning. To understand students’ performance on reading comprehension after the three different experiments, the researcher adopted the reading interface (the digital reading and text printed reading) and selective reading materials as independent variants. The data collected was documented and analyzed by Dependent-Samples T tests and One-Way ANCOVA. After the experiment, the digital reading group’s reading survey was described both qualitatively and quantitatively to understand their reflection on digital reading.
Results indicated that:
1. The digital reading and the printed text reading can significantly improve the students’ reading comprehension. The self-selected reading does not have significant effects on students’ reading comprehension.
2. The digital reading group scored significantly higher on reading comprehension than the printed text reading group.
3. The printed text reading group and the self-selected reading group did not have significant differences on reading comprehension.
4. The students exposed to the digital reading had a positive attitude.
|
|---|
