Learning Reading Strategies with Online Discussion

Autor/inn/en	Liu, I-Fang; Ko, Hwa-Wei; Wu, Sheng-Yi
Titel	Learning Reading Strategies with Online Discussion
Quelle	In: Journal of Educational Computing Research, 50 (2014) 2, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.50.2.e
Schlagwörter	Reading Strategies; Learning Strategies; Discussion (Teaching Technique); Discussion Groups; Computer Mediated Communication; Reading Comprehension; Reading Improvement; Reading Skills; Grade 5; Multimedia Instruction; Prediction; Cognitive Processes; Difficulty Level; Instructional Effectiveness; Reading Tests; Chinese; Pretests Posttests; Control Groups; Experimental Groups; Reading Achievement; Foreign Countries; China; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computerkonferenz; Leseverstehen; Reading skill; Lesefertigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Multimediales Lernen; Vorhersage; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterrichtserfolg; Lesetest; China; Chinesen; Leseleistung; Ausland
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01