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Use of strategies for the comprehens...

Holleran, Theresa Ann.

Use of strategies for the comprehension and retention of nonfiction text in computer environments.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Use of strategies for the comprehension and retention of nonfiction text in computer environments./
作者:	Holleran, Theresa Ann.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4432.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Technology. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496632167

Use of strategies for the comprehension and retention of nonfiction text in computer environments.
Holleran, Theresa Ann.

Use of strategies for the comprehension and retention of nonfiction text in computer environments. - 127 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4432.

Thesis (Ph.D.)--The Ohio State University, 2003.

Learners use various strategies to read and process nonfiction text. This study explored the use of underlining, highlighting, and taking notes within the text in both paper and computer environments. This research was specifically interested in whether the use of the strategies and medium affected student comprehension and retention; whether there were significant differences with respect to class, gender, and self-reported computer use on the student's comprehension and retention; and whether there was a relationship between a participant's self-reported computer ability, perceived control, and computer awareness with the use of online strategies.

ISBN: 0496632167Subjects--Topical Terms:

1000005414
Education, Technology.

Use of strategies for the comprehension and retention of nonfiction text in computer environments.
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245 1 0 $a Use of strategies for the comprehension and retention of nonfiction text in computer environments.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4432.
500 $a Adviser: Suzanne Damarin.
502 $a Thesis (Ph.D.)--The Ohio State University, 2003.
520 $a Learners use various strategies to read and process nonfiction text. This study explored the use of underlining, highlighting, and taking notes within the text in both paper and computer environments. This research was specifically interested in whether the use of the strategies and medium affected student comprehension and retention; whether there were significant differences with respect to class, gender, and self-reported computer use on the student's comprehension and retention; and whether there was a relationship between a participant's self-reported computer ability, perceived control, and computer awareness with the use of online strategies.
520 $a The participants for this study were 152 undergraduate students attending a small liberal arts college in the Midwest. Participants were solicited from regularly scheduled courses, consisted of 48 males and 104 females, represented a variety of majors, and ranged in age from 17 to 60.
520 $a A quasi-experimental, within-subjects design was used with eight classes randomly assigned to one of four groups. All participants received the same initial set of directions, and were asked to read the same text and respond to the same sequence of online tasks. There were two between-subjects variables for this study: strategy use and medium. Participants were either given instruction on the use of strategies in the processing of nonfiction text and the encouragement to use such strategies while reading the text, or given neither additional instructions nor mention of the use of strategies. Participants read the text either on the computer screen or on paper. Time (pretest, posttest 1, posttest2) was the within-subjects variable.
520 $a Participants who used strategies performed better than those who did not use strategies. Participants who read the text on paper performed better than those who read from the computer screen. On the comprehension measure, medium was significant for those who used strategies. On the retention measure, use of strategies made no significant difference, regardless of the medium. There were no significant effects for class, gender, or computer use on comprehension and for retention, there was a significant effect for computer use for senior females and junior males. Results found no significant correlation between the computer variables and comprehension or retention.
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