佳穎12.10 v.3

Presenter: Jessica Wu

Instructor: Dr. Pi-Ying Hsu

Date: December 10, 2012

Citation

Doty, D. E., Popplewell, S. R., & Byers, G. O. (2011).

Interactive CD-ROM storybooks and young readers’

reading comprehension. Journal of Research on

Technology in Education, 33(4), 374- 384.

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Contents

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Introduction

Purpose

Literature review

Methodology

Result & conclusion

Introduction

The researchers wanted to determine if sight word

recognition and instructional reading levels could be

increased through the use of talking electronic books.

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Introduction

Evidence from this study indicates that the use of CD-

ROM storybooks can have a positive effect on reading

comprehension for young readers.

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Purpose

To determine if there was a difference in the level of

young readers’ reading comprehension when one

group of students read an interactive CD-ROM

storybook and another group of students read the

same story from a conventionally printed book

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Literature review

Reading comprehension is a process by which the reader constructs meaning by interacting with text .

(Anderson & Pearson, 1984;

Rumelhart, 1976)

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Literature review

The researchers indicate that the use of interactive CD-ROM storybooks may help improve reading comprehension for elementary students.

(Greenlee-Moore & Smith, 1996;

Matthew, 1996, 1997)

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Hypothesis 1

There will be no significant difference between the mean

scores of reading comprehension on oral retellings for

students reading a traditionally printed storybook and

students reading the same text from an interactive CD-

ROM storybook.

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Hypothesis 2

There will be no significant difference between the mean

scores of reading comprehension on a comprehension test

for students reading a traditionally printed storybook and

students reading the same text from an interactive CD-

ROM storybook.

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Methodology

39 second-grade students from Title I elementary

school

in the U.S. Midwest

A book

CD-ROM storybooks

Retellings

Comprehension questions

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Methodology

participants

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The text group

• 19 students

The computer Group

• 20 students

Instruments and procedures

The Text Group

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read

story

1.Retell the story

2.What the story

was about

3.The events in the

story

Ask some

questions

Instruments and procedures

The computer Group

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How to

use the

computer

1.Retell the story

2.What the story

was about

3.The events in

the story

Ask some

questions

Instruments and procedures

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reading comprehension

Oral retellings

Six comprehension

• Audiotape

Instruments and procedures Oral retellings

Morrow’s 10-Point Scale

Sense of story structure

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Setting

a. Begins story with an introduction 5

b. Names main character 9

c. Number of other characters named 7

d. Actual number of other characters 6

e. Score for other characters 10

f. Includes statement about time or place 8

Theme

Refers to main character’s primary goal or problem to be solved.

Plot Episodes

a. Number of episodes recalled 6

b. Number of episodes in story 8

c. Score for plot episodes (a/b) 5

Resolution

a. Names problem solution/ goal attainment 9

b. Ends story 5

Instruments and procedures

Six comprehension

questions

3 literal

3 inferential or critical

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Instruments and procedures Comprehension Questions for Thomas’ Snowsuit

Why didn’t Thomas want to wear his snowsuit?

If you had been the teacher in the story, what would you have done to encourage Thomas to put on his snowsuit?

Why do you think Thomas put on his snowsuit right away when someone on the playground called his name?

Where did the principal move to at the end of the story?

Why would the principal move to a place like Arizona?

Could this story have really happened? Why? Or why not?

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Result An Analysis of Covariance (ANCOVA)

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Result H1: There will be no significant difference between the

mean scores of reading comprehension on oral retellings

for students reading a traditionally printed storybook and

students reading the same text from an interactive CD-

ROM storybook.

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Result

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Result

There will be no significant difference between the mean

scores of reading comprehension on a comprehension test

for students reading a traditionally printed storybook and

students reading the same text from an interactive CD-

ROM storybook.

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Conclusion

It is hoped that the use of interactive CD-ROM

storybooks will help children construct

meaning with text, so they can truly become

readers.

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Reflection

The study used only one book with each student one time.

The interactive CD-ROM storybooks were programmed so the story could not be read to the students.

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Thanks for listening.

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