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首页> 外文会议>International conference on human-computer interaction;HCI international 2011 >Effects of Print-Storybooks and E-Storybooks with Reading Comprehension Strategies on Fifth Graders'Reading Comprehension Ability
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Effects of Print-Storybooks and E-Storybooks with Reading Comprehension Strategies on Fifth Graders'Reading Comprehension Ability

机译：具有阅读理解策略的平面故事和电子故事书对五年级学生阅读理解能力的影响

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摘要

The goal of the study was to develop the instruction module of the e-storybooks reading comprehension in the elementary school and test the effect of the instruction module of the e-storybooks reading comprehension. This study was to compare the influences of print-storybooks and the instruction module of the e-storybooks reading comprehension among the fifth graders' reading comprehension ability. The results of the study indicated that there was significant difference between the experimental group and the controlled group. The controlled group had better performances of reading comprehension than experimental group. To put it more specifically, students and teachers were busy learning how to operate the module and platform, and that resulted in greatly reduced learning effect. However, with the mastery of e-storybooks instruction module, experimental group class expressed higher motivation than controlled group class in learning activities. These data indicated that the study had the positive contribution.
机译：研究的目的是开发小学电子书阅读理解的指导模块，并测试电子书阅读理解的指导模块的效果。本研究旨在比较五年级学生的阅读理解能力对印刷故事书和电子故事书阅读理解指导模块的影响。研究结果表明，实验组与对照组之间存在显着差异。对照组的阅读理解能力优于实验组。更具体地说，学生和老师们忙于学习如何操作模块和平台，从而大大降低了学习效果。然而，通过掌握电子故事书的教学模块，实验组班在学习活动中表现出比对照组高的动机。这些数据表明该研究具有积极作用。

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