Learning reading strategies with online discussion

NCU Institutional Repository > 文學院 > 師資培育中心 > 期刊論文 > Item 987654321/104658

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题名:	Learning reading strategies with online discussion
作者:	柯華葳;Liu, I-Fang;Ko, Hwa-Wei;Wu, Sheng-Yi
贡献者:	文學院師資培育中心
关键词:	China;Chinese;Cognitive Processes;Computer Mediated Communication;Control Groups;Difficulty Level;Discussion (Teaching Technique);Discussion Groups;Experimental Groups;Foreign Countries;Grade 5;Instructional Effectiveness;Learning Strategies;Multimedia Instruction;Prediction;Pretests Posttests;Progress in International Reading Literacy Study;Reading Achievement;Reading Comprehension;Reading Improvement;Reading Skills;Reading Strategies;Reading Tests
日期:	2014-01-01
上传时间:	2026-04-23 11:54:50 (UTC+8)
出版者:	SAGE Publications Inc.;Los Angeles, CA: SAGE Publications
摘要:	摘要： Teachers experience difficulty demonstrating prediction strategies and leading discussions in traditional classrooms. It is also unclear whether online discussion can contribute to reading comprehension. The purpose of this study is to create an online reading system to investigate whether learners can acquire reading strategies and enhance their reading comprehension through online discussion. Because students who are simultaneously immersed in two learning practices may experience cognitive overload, this combined strategy instruction system was compared to single strategy instruction systems that allow only one learning practice at a time, either prediction or discussion. A total of 110 5th-grade students participated in this study. The results revealed that single strategy instruction was more beneficial to students' reading comprehension, and the reasons combined strategy instruction was less efficient are discussed. Students' prediction types and the quality of discussion between the two instructions were also reported. 出版者： Los Angeles, CA: SAGE Publications 出版日期： 2014-03 出處： Journal of educational computing research, 2014-03, Vol.50 (2), p.231-247 資源來源： Education Resources Information Center (ERIC) 版權： 2014 SAGE Publications 識別號： ISSN: 0735-6331 識別號： EISSN: 1541-4140 識別號： DOI: 10.2190/EC.50.2.e
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