Language:
繁體中文
English
日文
說明(常見問題)
南開科技大學
圖書館首頁
編目中圖書申請
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Effects of electronic texts on the i...
~
Pearman, Cathy J.
Effects of electronic texts on the independent reading comprehension of second-grade students.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Effects of electronic texts on the independent reading comprehension of second-grade students./
作者:
Pearman, Cathy J.
面頁冊數:
120 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2427.
Contained By:
Dissertation Abstracts International64-07A.
標題:
Education, Reading. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496449346
Effects of electronic texts on the independent reading comprehension of second-grade students.
Pearman, Cathy J.
Effects of electronic texts on the independent reading comprehension of second-grade students.
- 120 p.
Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2427.
Thesis (Ph.D.)--University of Arkansas, 2003.
The purpose of this study was to investigate whether students with varying degrees of reading proficiency scored higher on an oral retelling assessment of comprehension when text was presented in an interactive, electronic format than when text was presented in a traditional print format. The participants were 54 second-grade students from a rural elementary school in the Mid-South.
ISBN: 0496449346Subjects--Topical Terms:
1000005408
Education, Reading.
Effects of electronic texts on the independent reading comprehension of second-grade students.
LDR
:03359nmm 2200325 4500
001
1000004211
005
20051102155234.5
008
141201s2003 eng d
020
$a
0496449346
035
$a
(UnM)AAI3097320
035
$a
AAI3097320
040
$a
UnM
$c
UnM{me_controlnum}
100
1
$a
Pearman, Cathy J.
$3
1000005438
245
1 0
$a
Effects of electronic texts on the independent reading comprehension of second-grade students.
300
$a
120 p.
500
$a
Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2427.
500
$a
Adviser: Shirley Lefever-Davis.
502
$a
Thesis (Ph.D.)--University of Arkansas, 2003.
520
$a
The purpose of this study was to investigate whether students with varying degrees of reading proficiency scored higher on an oral retelling assessment of comprehension when text was presented in an interactive, electronic format than when text was presented in a traditional print format. The participants were 54 second-grade students from a rural elementary school in the Mid-South.
520
$a
A repeated measures design was used with each student reading both an electronic text and a traditional print text at their developmental reading level of Low, Medium, or High as designated by their classroom teacher. The order of the text mediums was randomized independently for each student and book titles were counterbalanced to control for any differences in text difficulty. Participants were instructed to read the texts in the manner they would during independent reading. Upon completion of the reading, participants performed an oral retelling. No prompts were given during the retelling that assisted students with content. The oral retellings were audiotaped and then scored by two independent raters using Morrow's 10-Point Scale.
520
$a
The comprehension data collected were analyzed using dependent samples t-tests at the .05 level of significance. The dependent variable was reading comprehension, as measured by oral retellings, and the independent variable was type of text medium, either electronic or traditional. The results of the statistical analysis indicated that overall mean oral retelling scores were significantly higher for the electronic text format. Analysis of the oral retelling scores for each of the reading proficiency levels showed that mean retelling scores were significantly higher for electronic texts with regard to the Low reading proficiency group. Analysis failed to reveal a significant difference between mean scores on oral retellings for either the Medium or High proficiency level groups.
520
$a
The results of the study indicate that interactive, electronic texts may facilitate reading comprehension for students that are reading below grade level or are struggling with developing reading skills and strategies. Therefore, the use of electronic texts in the classroom as part of a reading instruction program, literacy center, or for independent reading time could be beneficial for young readers.
590
$a
School code: 0011.
650
4
$a
Education, Reading.
$3
1000005408
650
4
$a
Education, Technology.
$3
1000005414
650
4
$a
Education, Elementary.
$3
1000005428
690
$a
0535
690
$a
0710
690
$a
0524
710
2 0
$a
University of Arkansas.
$3
1000005439
773
0
$t
Dissertation Abstracts International
$g
64-07A.
790
1 0
$a
Lefever-Davis, Shirley,
$e
advisor
790
$a
0011
791
$a
Ph.D.
792
$a
2003
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097320
$z
Download fulltext (下載全文)
0 筆讀者評論
館藏地:
全部
線上資料庫
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約人數
備註欄
附件
OE0000511
線上資料庫
線上資源
線上電子書
OE c.2
一般(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
建立或儲存個人書籤
書目轉出
取書館別
處理中
...
變更密碼
登入